Product Description

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

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

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

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.

2.NBT.3 Read and write

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.

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.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

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.8 Mentally add 10 or 100 to a

given number 100–900, and mentally

subtract 10 or 100 from a given number

100–900.

2.NBT.9 Explain why addition and

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.

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.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

triangles, quadrilaterals, pentagons,

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.

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

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

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.

2.NBT.3 Read and write

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.

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.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

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.8 Mentally add 10 or 100 to a

given number 100–900, and mentally

subtract 10 or 100 from a given number

100–900.

2.NBT.9 Explain why addition and

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.

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.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

triangles, quadrilaterals, pentagons,

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

Answer Key

N/A

Teaching Duration

1 Year

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