### Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

### Operations & Algebraic Thinking

CCSS.Math.Content.2.OA

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,
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.
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 2s; write an

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

### Number & Operations in Base Ten

CCSS.Math.Content.2.NBT

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
There are 2 components within this standard.
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of
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
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Explain why addition and subtraction strategies work, using place value and the properties of operations.1

### Measurement & Data

CCSS.Math.Content.2.MD

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.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate

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

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

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
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and
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.
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and cents symbols appropriately. Example: If you have 2
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.

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,

### Geometry

CCSS.Math.Content.2.G

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.1 Identify triangles,

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

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of,

Disclaimer: This website provides a reference tool for browsing academic standards and locating associated resources. We are not the originator of these academic standards. Although we strive to maintain accuracy, there may be revisions, updates, or errors within the text and structure of the information displayed. In case of any discrepancy, please respect the originator's published version (http://www.corestandards/Math) as the definitive record.