Second Grade Math

Domain

Standard

Cluster

Text of Objective 

Web Tool

Resources

Numbers and Operations in Base 10

2.NBT.1 

Understand place value 

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. 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, seven, eight, or nine hundreds (and 0 tens and 0 ones). 

Finding Place Value

Understanding Place Value

Place Value 

Math Jingle - Ten Tens

2.NBT.2

Count within 1,000; skip count by 5s, 10s and 100s.

Counting Game 

Plus Ten

2.NBT.3

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

Read and Write Numbers 

2.NBT.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparisons.

Compare it 

Drag it

Regrouping

2.NBT.5

Use place value understanding and properties of operations to add and subtract

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

Order of Operations

Number Wheel Spin

2.NBT.6

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

Draggable Math

Final answers must be typed in results box

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.

Dositey Math

Ten More

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.

Bug Race 

2.NBT.9

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

Online Math

Operations and Algebraic Thinking 

2.OA.1

Represent and solve problems involving addition and subtraction

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

Add and subtract within 20

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.

2.OA.3

Work with equal groups of objects to gain foundations for multiplication

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 2’s; 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.

Measurement and Data

2.MD.1

Measure and estimate lengths in standard units

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Ruler

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

Relate addition and subtraction to length

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 on a number line diagram.

2.MD.7

Work with Time and Money

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 ¢ appropriately: example: If you have 2 dimes and 3 pennies, how many cents do you have?

2.MD.9

Represent and interpret data

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.

Geometry 

2.G.1

Reason with shapes and their attributes

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-sized 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 share of identical wholes need not have the same shape.