Core Content Connectors by Common Core State Standards: Mathematics 2nd Grade

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Grade 2 Overview

Operations and Algebraic Thinking

• Represent and solve problems involving addition and subtraction.
• Add and subtract within 20.
• Work with equal groups of objects to gain foundations for multiplication.

Number and operations in Base Ten

• Understand place value.
• Use place value understanding and properties of operations to add and subtract.

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.

Geometry

• Reason with shapes and their attributes.

Operations and Algebraic Thinking	2.OA
Represent and solve problems involving addition and subtraction.
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.
CCCs linked to 2.OA.A.1	2.SE.1d1 Represent addition of two sets when shown the + symbol.
	2.NO.2a16 Solve word problems within 20.
	2.NO.2a17 Solve word problems within 100.
	2.PRF.1c3 Solve one- or two-step addition and subtraction problems, and add and subtract within 100, using objects, drawings, pictures.
	2.PRF.1c4 Use pictures, drawings or objects to represent the steps of a problem.
	2.SE.1d1 Represent addition of two sets when shown the + symbol
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two one-digit numbers.
CCCs linked to 2.OA.B.2	None
Work with equal groups of objects to gain foundations for multiplication.
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.
CCCs linked to 2.0A.C.3	2.NO.1e7 Identify numbers as odd or even.
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.
CCCs linked to 2.0A.C.4	3.NO.2d1 Find the total number of objects when given the number of identical groups and the number of objects in each group, neither number larger than 5.
	3.NO.2d2 Find the total number inside an array with neither number in the columns or rows larger than 5.

Numbers and Operations in Base Ten	2.NBT
Understand place value.
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. Understand the following as special cases:
2. 100 can be thought of as a bundle of ten tens— called a "hundred."
3. 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).
CCCs linked to 2.NBT.A.1	2.NO.1h4 Build representations of two digit numbers using tens and ones.
	2.NO.1h5 Build representations of three digit numbers using hundreds, tens and ones.
	3.NO.1j1 Build representations of numbers using hundreds, tens and ones
1. Count within 1000; skip-count by 5s, 10s, and 100s.
CCCs linked to 2.NBT.A.2	2.NO.1e4 Skip count by 5s.
	2.NO.1e5 Skip count by 10s.
	2.NO.1e6 Skip count by 100s.
	3.NO.1e1 Skip count by 100s.
2. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
CCCs linked to 2.NBT.A.3	2.NO.1d5 Identify numerals 0-100.
	2.NO.1d6 Identify the numeral between 0 and 100 when presented the name.
	2.NO.1e3 Write or select the numerals 0-100.
	2.NO.1h8 Write or select expanded form for any two digit number.
	2.NO.1h9 Write or select expanded form for any three digit number.
	2.NO.1i3 Explain what the zero represents in place value (hundreds, tens, ones) in a number.
	3.NO.1j2 Write or select the expanded form for up to three digit number.
3. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
CCCs linked to 2.NBT.A.4	2.NO.1f6 Compare (greater than, less than, equal to) two numbers up to 100.
	2.NO.1h6 Compare two digit numbers using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number).
	2.NO.1h7 Compare three digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number).
	3.NO.1h1 Compare three digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number).
Use place value understanding and properties of operations to add and subtract.
4. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCCs linked to 2.NBT.B.5	2.NO.2a12 Model addition and subtraction with base 10 blocks within 20.
	2.NO.2a13 Model addition and subtraction with base 10 blocks within 50.
	2.NO.2a14 Model addition and subtraction with base 10 blocks within 100.
5. Add up to four two-digit numbers using strategies based on place value and properties of operations.
CCCs linked to 2.NBT.B.6	2.NO.2a19 Combine up to 3 sets of 20 or less.
6. 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.
CCCs linked to 2.NBT.B.7	2.NO.2c3 Compose ones into tens and/or tens into hundreds in addition situation.
	2.NO.2c4 Decompose tens into ones and/or hundreds into tens in subtraction situations.
	2.NO.2a18 Use diagrams and number lines to solve addition or subtraction problems.
7. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
CCCs linked to 2.NBT.B.8	2.NO.1e8 Mentally add or subtract 10 from a given set from the 10s family (e.g., what is 10 more than 50? What is 10 less than 70?).
	2.NO.1e9 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?).
	3.NO.1e2 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?).
8. Explain why addition and subtraction strategies work, using place value and the properties of operations.
CCCs linked to 2.NBT.B.9	None

Measurement and Data	2.MD
Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCCs linked to 2.MD.A.1	2.ME.1a3 Select appropriate tool and unit of measurement to measure an object (ruler or yard stick; inches or feet).
	2.ME.2b2 Select appropriate tools and demonstrate or identify appropriate measuring techniques.
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.
CCCs linked to 2.MD.A.2	2.ME.1c2 Measure the attributes (length, width, height) of an object using two different size units.
	2.ME.1c2 Measure the attributes (length, width, height) of an object using two different size units.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
CCCs linked to 2.MD.A.3	2.ME.1c3 Recognize that standard measurement units can be decomposed into smaller units.
	2.ME.2a3 Estimate the length of an object using units of feet and inches.
4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
CCCs linked to 2.MD.A.4	2.ME.1b5 Solve word problems involving the difference in standard length units.
	2.ME.2a4 Solve one-step subtraction problems involving the difference of the lengths of two objects in standard length units.
Relate addition and subtraction to length.
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.
CCCs linked to 2.MD.B.5	2.ME.1b5 Solve word problems involving the difference in standard length units.
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.
CCCs linked to 2.MD.B.6	2.NO.2a18 Use diagrams and number lines to solve addition or subtraction problems.
Work with time and money.
7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
CCCs linked to 2.MD.C.7	3.ME.1a1 Tell time to the nearest 5 minutes using a digital clock.
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have two dimes and three pennies, how many cents do you have?
CCCs linked to 2.MD.C.8	2.ME.1a4 Solve word problems using dollar bills, quarters, dimes, nickels, or pennies.
Represent and interpret data.
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.
CCCs linked to 2.MD.D.9	2.DPS.1c3 Organize data by representing continuous data on a line plot.
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.
CCCs linked to 2.MD.D.10	2.DPS.1d2 Identify the value of each category represented on picture graph and bar graph or each point on a line plot.
	2.DPS.1a7 Analyze data by sorting into categories established by each question.
	2.DPS.1c2 Organize data by representing categorical data on a pictorial graph or bar graph.
	2.DPS.1e2 Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less.

Geometry	2.G
Reason with shapes and their attributes.
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.
CCCs linked to 2.G.A.1	2.GM.1a4 Identify two-dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles.
	2.GM.1b3 Distinguish two- or three-dimensional shapes based upon their attributes (i.e., # of sides, equal or different lengths of sides, # of faces, # of corners).
	2.GM.1e1 Draw two-dimensional shapes with specific attributes.
2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
CCCs linked to 2.G.A.2	3.NO.2d1 Find the total number of objects when given the number of identical groups and the number of objects in each group, neither number larger than 5.
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.
CCCs linked to 2.G.A.3	2.GM.1f2 Partition circles and rectangles into two and four equal parts.
	2. GM.1f3 Label a partitioned shape (e.g., one whole rectangle was separated into two halves, one whole circle was separated into three thirds).