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Grade 2 Math

26 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Operations Algebraic Thinking · 2.OA.A.1

Solve one- and two-step addition and subtraction problems

Independently 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, using drawings and equations with a symbol for the unknown number. across representations and contexts.

Component progression

  1. 1I can represent and solve a one-step addition or subtraction word problem within 100, with the unknown in any position.
  2. 2I can identify the two separate operations needed to solve a two-step word problem.
  3. 3I can solve a two-step addition and subtraction word problem within 100, using the result of the first step in the second.
Operations Algebraic Thinking · 2.OA.B.2

Build addition and subtraction fluency within twenty

Independently fluently add and subtract within 20 using mental strategies, and know from memory all sums of two one-digit numbers. across representations and contexts.

Component progression

  1. 1I can add and subtract within 20 using mental strategies such as making ten or using known facts.
  2. 2I can recall the sum of any two one-digit numbers from memory without needing to count.
  3. 3I can use fluent addition and subtraction within 20 to solve a problem efficiently without counting on fingers or objects.
Operations Algebraic Thinking · 2.OA.C.3

Determine whether a group is odd or even

Independently determine whether a group of up to 20 objects has an odd or even number of members, such as by pairing objects or counting by twos; write an equation to express an even number as a sum of two equal addends. across representations and contexts.

Component progression

  1. 1I can determine whether a group of objects has an odd or even count by pairing the objects and checking for a leftover.
  2. 2I can determine whether a number is odd or even by skip-counting by twos up to that number.
  3. 3I can write an equation expressing an even number as the sum of two equal addends.
Operations Algebraic Thinking · 2.OA.C.4

Use arrays as a foundation for multiplication

Independently use addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns, and write an equation to express the total as a sum of equal addends. across representations and contexts.

Component progression

  1. 1I can identify the number of rows and the number of objects in each row of a rectangular array.
  2. 2I can find the total number of objects in an array by adding the number in each row repeatedly.
  3. 3I can write an equation expressing an array's total as a sum of equal addends, matching the number of rows.
Number Operations Base Ten · 2.NBT.A.1

Understand hundreds, tens, and ones

Independently understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, including special cases where 100 can be thought of as a bundle of ten tens, and multiples of 100 from 100 to 900 represent a number of hundreds with 0 tens and 0 ones. across representations and contexts.

Component progression

  1. 1I can identify how many hundreds, tens, and ones a given three-digit number represents.
  2. 2I can explain that 100 can be thought of as a bundle of ten tens, connecting place-value groupings.
  3. 3I can represent a multiple of 100 as a number of hundreds with zero tens and zero ones.
Number Operations Base Ten · 2.NBT.A.2

Count within one thousand

Independently count within 1000; skip-count by fives, tens, and hundreds. across representations and contexts.

Component progression

  1. 1I can count forward to 1000 by ones, correctly crossing hundred boundaries.
  2. 2I can skip-count by fives and by tens within 1000.
  3. 3I can skip-count by hundreds within 1000.
Number Operations Base Ten · 2.NBT.A.3

Read and write three-digit numbers

Independently read and write numbers to 1000 using base-ten numerals, number names, and expanded form. across representations and contexts.

Component progression

  1. 1I can read and write a numeral from 0 to 1000 correctly.
  2. 2I can write the number name (words) for a number up to 1000.
  3. 3I can write a number up to 1000 in expanded form, showing the value of each digit.
Number Operations Base Ten · 2.NBT.A.4

Compare three-digit numbers

Independently compare two three-digit numbers based on the meanings of the hundreds, tens, and ones digits, recording the results with the symbols >, =, and <. across representations and contexts.

Component progression

  1. 1I can compare two three-digit numbers by first comparing the number of hundreds in each.
  2. 2I can compare the tens digit, and then the ones digit if needed, when two numbers have the same hundreds digit.
  3. 3I can record the result of comparing two three-digit numbers using the >, =, or < symbol correctly.
Number Operations Base Ten · 2.NBT.B.5

Add and subtract within one hundred

Independently fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. across representations and contexts.

Component progression

  1. 1I can add two two-digit numbers within 100 using a place-value strategy, regrouping ones into a ten when needed.
  2. 2I can subtract within 100 using a place-value strategy, regrouping a ten into ones when needed.
  3. 3I can add and subtract within 100 fluently, choosing an efficient place-value or relationship-based strategy.
Number Operations Base Ten · 2.NBT.B.6

Add up to four two-digit numbers

Independently add up to four two-digit numbers using strategies based on place value and properties of operations. across representations and contexts.

Component progression

  1. 1I can add the ones digits of up to four two-digit numbers, regrouping tens as needed.
  2. 2I can add the tens digits of up to four two-digit numbers, including any regrouped tens.
  3. 3I can add up to four two-digit numbers by grouping convenient pairs first to simplify the calculation.
Number Operations Base Ten · 2.NBT.B.7

Add and subtract within one thousand

Independently add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between addition and subtraction, relating the strategy to a written method, and understanding that hundreds are added or subtracted with hundreds, tens with tens, and ones with ones, sometimes composing or decomposing a ten or a hundred. across representations and contexts.

Component progression

  1. 1I can add two three-digit numbers within 1000 using place value, regrouping ones and tens as needed.
  2. 2I can subtract within 1000 using place value, regrouping a ten or hundred as needed.
  3. 3I can relate a place-value strategy for adding or subtracting within 1000 to a written method, aligning hundreds with hundreds, tens with tens, and ones with ones.
Number Operations Base Ten · 2.NBT.B.8

Mentally add or subtract tens and hundreds

Independently mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. across representations and contexts.

Component progression

  1. 1I can mentally find 10 more or 10 less than a given number between 100 and 900 by adjusting the tens digit.
  2. 2I can mentally find 100 more or 100 less than a given number between 100 and 900 by adjusting the hundreds digit.
  3. 3I can explain why only one digit changes when mentally adding or subtracting 10 or 100.
Number Operations Base Ten · 2.NBT.B.9

Explain place-value addition and subtraction strategies

Independently explain why addition and subtraction strategies work, using place value and the properties of operations, including explanations supported by drawings or objects. across representations and contexts.

Component progression

  1. 1I can explain, in terms of hundreds, tens, and ones, why a given addition or subtraction strategy produces a correct result.
  2. 2I can use a drawing or objects to support an explanation of why an addition or subtraction strategy works.
  3. 3I can explain why a strategy works by referring to a property of operations, such as breaking numbers apart to add.
Measurement Data · 2.MD.A.1

Measure length with standard tools

Independently measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. across representations and contexts.

Component progression

  1. 1I can select an appropriate tool, such as a ruler or measuring tape, based on the size of the object being measured.
  2. 2I can align a measuring tool's zero point correctly with the start of the object being measured.
  3. 3I can read and record the length of an object measured with an appropriate tool.
Measurement Data · 2.MD.A.2

Measure with different unit lengths

Independently measure the length of an object twice, using length units of different lengths for the two measurements, and describe how the two measurements relate to the size of the unit chosen. across representations and contexts.

Component progression

  1. 1I can measure the same object's length using two different-sized length units.
  2. 2I can compare the two numerical measurements obtained for the same object.
  3. 3I can explain why measuring with a smaller unit produces a larger count, and a larger unit produces a smaller count, for the same length.
Measurement Data · 2.MD.A.3

Estimate lengths

Independently estimate lengths using units of inches, feet, centimeters, and meters. across representations and contexts.

Component progression

  1. 1I can choose an appropriate unit (inches, feet, centimeters, or meters) for estimating the length of a given object.
  2. 2I can use a familiar reference length to make a reasonable estimate of an object's length.
  3. 3I can compare an estimated length to the object's actual measured length and evaluate the estimate's reasonableness.
Measurement Data · 2.MD.A.4

Compare measured lengths

Independently measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. across representations and contexts.

Component progression

  1. 1I can measure two objects using the same standard length unit.
  2. 2I can find the difference between two measured lengths by subtracting.
  3. 3I can state how much longer one object is than another, including the correct unit.
Measurement Data · 2.MD.B.5

Solve length problems using addition and subtraction

Independently use addition and subtraction within 100 to solve word problems involving lengths given in the same units, using drawings and equations with a symbol for the unknown number. across representations and contexts.

Component progression

  1. 1I can represent a length word problem within 100 using a drawing or diagram.
  2. 2I can write an addition or subtraction equation with a symbol for the unknown to represent a length word problem.
  3. 3I can solve a length word problem within 100 using addition or subtraction.
Measurement Data · 2.MD.B.6

Represent sums and differences on a number line

Independently represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and so on, and represent whole-number sums and differences within 100 on a number-line diagram. across representations and contexts.

Component progression

  1. 1I can represent a whole number as a point at that distance from 0 on a number line.
  2. 2I can show an addition problem within 100 as a jump forward on a number line from the first addend.
  3. 3I can show a subtraction problem within 100 as a jump backward on a number line from the starting number.
Measurement Data · 2.MD.C.7

Tell and write time to the nearest five minutes

Independently tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. across representations and contexts.

Component progression

  1. 1I can read the minute hand's position on an analog clock to the nearest five minutes.
  2. 2I can tell and write the time shown on an analog or digital clock to the nearest five minutes.
  3. 3I can correctly label a given time as a.m. or p.m. based on the time of day described.
Measurement Data · 2.MD.C.8

Solve money problems

Independently solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar and cent symbols appropriately. across representations and contexts.

Component progression

  1. 1I can identify the value of dollar bills, quarters, dimes, nickels, and pennies.
  2. 2I can add the values of a group of bills and coins to find a total amount.
  3. 3I can solve a word problem involving money using addition or subtraction and correct dollar and cent notation.
Measurement Data · 2.MD.D.9

Collect and display measurement data on a line plot

Independently generate measurement data by measuring several objects to the nearest whole unit, or by making repeated measurements of the same object, and show the measurements by making a line plot with a horizontal scale marked in whole-number units. across representations and contexts.

Component progression

  1. 1I can measure several objects and record each length to the nearest whole unit.
  2. 2I can construct a line plot with a correctly spaced horizontal scale in whole-number units.
  3. 3I can plot each recorded measurement on the line plot to display the data set.
Measurement Data · 2.MD.D.10

Draw and solve problems using picture and bar graphs

Independently draw a picture graph and a bar graph, with a 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. across representations and contexts.

Component progression

  1. 1I can draw a picture graph with a single-unit scale to represent a data set with up to four categories.
  2. 2I can draw a bar graph with a single-unit scale to represent a data set with up to four categories.
  3. 3I can solve a put-together, take-apart, or compare problem using data read from a bar graph.
Geometry · 2.G.A.1

Recognize and draw shapes by attributes

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify triangles, quadrilaterals, pentagons, hexagons, and cubes by name.
  2. 2I can recognize a shape as matching a specified set of attributes, such as a given number of angles or equal faces.
  3. 3I can draw a shape that has a specified number of angles, sides, or faces.
Geometry · 2.G.A.2

Partition rectangles into rows and columns of squares

Independently partition a rectangle into rows and columns of same-size squares, and count the resulting squares to find the total. across representations and contexts.

Component progression

  1. 1I can partition a rectangle into rows and columns of same-size squares.
  2. 2I can count the total number of squares in a partitioned rectangle by counting rows and columns systematically.
  3. 3I can explain how a rectangle partitioned into equal squares relates to a rectangular array.
Geometry · 2.G.A.3

Partition shapes into halves, thirds, and fourths

Independently partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, and so on, and describe the whole as two halves, three thirds, or four fourths, recognizing equal shares of identical wholes need not have the same shape. across representations and contexts.

Component progression

  1. 1I can partition a circle or rectangle into two or three equal shares and describe each using the words half or third.
  2. 2I can partition a circle or rectangle into four equal shares and describe each as a fourth.
  3. 3I can recognize that equal shares of the same whole can have different shapes while still representing the same fraction.
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