# 36 Weeks of Common Core Math Pre and Post Assessments and/or Homework

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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

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

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

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

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

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

2.NBT.4 Compare two threedigit
numbers based on
meanings of the hundreds, tens,
and ones digits, using >, =, and <
symbols to record the results of
comparisons.

within 100 using strategies based on
place value, properties of operations,
and subtraction.

2.NBT.6 Add up to four two-digit
numbers using strategies based on place
value and properties of operations.

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
subtraction; relate the strategy to a
written method. Understand that in
hundreds and hundreds, tens and tens,
ones and ones; and sometimes it is
necessary to compose or decompose
tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a
given number 100–900, and mentally
subtract 10 or 100 from a given number
100–900.

subtraction strategies work, using place
value and the properties of operations.

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.2 Measure 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.3 Estimate lengths using
units of inches, feet, centimeters,
and meters.

2.MD.4 Measure to determine
how much longer one object is
than another, expressing the
length difference in terms of a
standard length unit.

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.6 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.

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.8 Solve word problems involving
dollar bills, quarters, dimes, nickels, and
pennies, using \$ and ¢ symbols
appropriately.

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.

2.MD.10 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

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
hexagons, and cubes.

2.G.2 Partition a rectangle into rows
and columns of same-size squares and
count to find the total number of them.

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.
Total Pages
36 pages
N/A
Teaching Duration
1 Year
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