2.OA Operations & Algebraic Thinking
2.OA.A Represent and solve problems involving addition and subtraction
2.OA.B Add and subtract within 20
2.OA.C Work with equal groups of objects to gain foundations for multiplication
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2.OA.C.3Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends. -
2.OA.C.4Use 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.
2.NBT Number & Operations in Base Ten
2.NBT.A Understand place value
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2.NBT.A.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. -
2.NBT.A.1.A100 can be thought of as a bundle of ten tens — called a 'hundred.' -
2.NBT.A.1.BThe 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). -
2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s. -
2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. -
2.NBT.A.4Compare 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.B Use place value understanding and properties of operations to add and subtract
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2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. -
2.NBT.B.6Add up to four two-digit numbers using strategies based on place value and properties of operations. -
2.NBT.B.7Add 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. -
2.NBT.B.8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. -
2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.MD Measurement & Data
2.MD.A Measure and estimate lengths in standard units
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2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. -
2.MD.A.2Measure 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. -
2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters. -
2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.MD.B Relate addition and subtraction to length
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2.MD.B.5Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. -
2.MD.B.6Represent 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.
2.MD.C Work with time and money
2.MD.D Represent and interpret data
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2.MD.D.9Generate 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.D.10Draw 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.
2.G Geometry
2.G.A Reason with shapes and their attributes
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2.G.A.1Recognize 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.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. -
2.G.A.3Partition 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.