Common Core State Standards for Mathematics - Grade 2
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|Operations and Algebraic Thinking|
|Represent and solve problems involving addition and subtraction.|
|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.
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Add and subtract within 20.
|2.OA.2 Fluently add and subtract within 20 using mental strategies.
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.
|Jet Ski Addition||Island Chase Subtraction||Tug Team Addition||Minus Mission||Kitten Match|
|Alien Addition||Math Lines 10 to 20||Ducky Race Subtraction||Sailboat Subtraction|
|Number and Operations in Base 10|
|Understand place value.|
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.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.
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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
|Measurement and Data|
|Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
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.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
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.
|Math Bars||Probability and Data||Thinking Blocks Tool||Making Change||Giraffe Race Time|
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|Reason with shapes and their attributes|
2.G.1 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.
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.
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