Mathematics – United States – Common Core State Standards
2.OA – Operations & Algebraic Thinking
Mathematics
2.OA.1 – Use addition and subtraction within 100 to solve one and twostep 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. (See Glossary, Table 1. http://www.corestandards.org/thestandards/mathematics/glossary/glossary/ )

14 learning outcomes – click to view
Samples: Adding multiples of 10. Split Strategy. Add On Numbers Under 10. Jump strategy.

Adding multiples of 10
 Activities: 2 course, 1 extra

Two digit addition (split strategy)
 Activities: 4 course, 0 extra

Adding on  Numbers under 10
 Activities: 4 course, 8 extra

Two digit addition (jump strategy)
 Activities: 5 course, 0 extra

Two digit addition (traditional methods)
 Activities: 4 course, 4 extra

Two digit addition  problem solving
 Activities: 6 course, 10 extra

Challenge Puzzle  Addition Pyramid
 Activities: 1 course, 0 extra

Subtract 10 from numbers
 Activities: 4 course, 2 extra

Subtracting multiples of 10
 Activities: 2 course, 3 extra

Subtract from 100
 Activities: 4 course, 1 extra

Two digit subtraction  Adding on!
 Activities: 3 course, 0 extra

Two digit subtraction  jump back strategy
 Activities: 4 course, 7 extra

Two digit subtraction  written strategy
 Activities: 5 course, 5 extra

Two digit subtraction  problem solving
 Activities: 5 course, 14 extra


14 learning outcomes – click to view
Mathematics
2.OA.2 – Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers.

4 learning outcomes – click to view
Samples: Addition to 20. Single digit addition (missing number). Subtract Single Digit Numbers.

Single digit addition
 Activities: 4 course, 6 extra

Single digit addition (missing number)
 Activities: 3 course, 5 extra

Single digit subtraction.
 Activities: 5 course, 3 extra

Single digit subtraction  missing number
 Activities: 3 course, 3 extra


4 learning outcomes – click to view
Mathematics
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 learning outcomes – click to view
Samples: Odd or Even amounts. Even numbers to 20  equations.

Odd or Even amounts
 Activities: 1 course, 0 extra

Even numbers to 20  equations
 Activities: 1 course, 0 extra


2 learning outcomes – click to view
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.

6 learning outcomes – click to view
Samples: Groups of 2. Counting in Two's. Rows of 5. Counting by fives  Faster. Counting by Tens. Arrays. Counting by Two  Faster.

Groups and Rows of 2
 Activities: 4 course, 5 extra

Skip counting 2's
 Activities: 4 course, 2 extra

Groups and Rows of 5
 Activities: 4 course, 7 extra

Skip counting 5's
 Activities: 3 course, 4 extra

Skip counting 10's
 Activities: 4 course, 5 extra

Arrays
 Activities: 1 course, 0 extra


6 learning outcomes – click to view
2.NBT – Number & Operations in Base Ten
Mathematics
2.NBT.1 – Understand that the three digits of a threedigit 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.NBT.1.a – 100 can be thought of as a bundle of ten tens — called a “hundred.”

3 learning outcomes – click to view
Samples: Place Values. Place value 100. Place value adding to 10 using objects. Place value 100  rods.

Place value  tens and ones
 Activities: 2 course, 2 extra

Place value  tens and ones
 Activities: 1 course, 2 extra

Place value  tens and ones  bundled sticks
 Activities: 3 course, 0 extra


3 learning outcomes – click to view
2.NBT.1.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).

5 learning outcomes – click to view
Samples: Place Value. Place Values. Place value 100. Place value adding to 10 using objects. Counting by 100's.

Place value  hundreds, tens and ones (to 999)
 Activities: 3 course, 1 extra

Place value  tens and ones
 Activities: 2 course, 2 extra

Place value  tens and ones
 Activities: 1 course, 2 extra

Place value  tens and ones  bundled sticks
 Activities: 3 course, 0 extra

Counting by 100's
 Activities: 1 course, 0 extra


5 learning outcomes – click to view
2.NBT.2 – Count within 1000; skipcount by 5s, 10s, and 100s.

4 learning outcomes – click to view
Samples: Investigating number patterns. Counting by fives  Faster. Counting by Tens. Counting by 100's. Count by 2.

Investigate number patterns formed by skip counting
 Activities: 1 course, 3 extra

Skip counting 5's
 Activities: 3 course, 4 extra

Skip counting 10's
 Activities: 4 course, 5 extra

Counting by 100's
 Activities: 1 course, 0 extra


4 learning outcomes – click to view
2.NBT.3 – Read and write numbers to 1000 using baseten numerals, number names, and expanded form.

3 learning outcomes – click to view
Samples: Write numbers to 1000. Reducing numbers from their expanded form. Writing large numbers  four digits.

Write numbers to 1000
 Activities: 1 course, 0 extra

Reducing numbers from their expanded form
 Activities: 1 course, 0 extra

Writing large numbers  four digits
 Activities: 1 course, 0 extra


3 learning outcomes – click to view
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.

1 learning outcomes – click to view
Samples: Compare two threedigit numbers (< = >).

Compare two threedigit numbers (< = >)
 Activities: 1 course, 0 extra


1 learning outcomes – click to view
Mathematics
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.

21 learning outcomes – click to view
Samples: Place value  'Adding On' single digit numbers. Place value  Two digit addition without trading.

Place value  'Adding On' single digit numbers
 Activities: 1 course, 0 extra

Place value  Adding two digit numbers (no regrouping)
 Activities: 1 course, 0 extra

Adding multiples of 10
 Activities: 2 course, 1 extra

Two digit addition (estimating)
 Activities: 1 course, 2 extra

Two digit addition (split strategy)
 Activities: 4 course, 0 extra

Adding on  Numbers under 10
 Activities: 4 course, 8 extra

Two digit addition (jump strategy)
 Activities: 5 course, 0 extra

Two digit addition (traditional methods)
 Activities: 4 course, 4 extra

Two digit addition  problem solving
 Activities: 6 course, 10 extra

Subtract 10 from numbers
 Activities: 4 course, 2 extra

Subtracting multiples of 10
 Activities: 2 course, 3 extra

Subtract from 100
 Activities: 4 course, 1 extra

Two digit addition (missing number)
 Activities: 2 course, 2 extra

Make 100
 Activities: 2 course, 0 extra

Two digit subtraction  Adding on!
 Activities: 3 course, 0 extra

Two digit subtraction  jump back strategy
 Activities: 4 course, 7 extra

Two digit subtraction  written strategy
 Activities: 5 course, 5 extra

Two digit subtraction  problem solving
 Activities: 5 course, 14 extra

Two digit addition  look for 10
 Activities: 2 course, 0 extra

Two digit addition
 Activities: 1 course, 0 extra

Single Digit Subtraction Match
 Activities: 1 course, 0 extra


21 learning outcomes – click to view
2.NBT.6 – Add up to four twodigit numbers using strategies based on place value and properties of operations.

12 learning outcomes – click to view
Samples: Adding three singledigit numbers. Adding On 10  Blocks as visual cues.

Add three sets of numbers  numbers under 10
 Activities: 3 course, 0 extra

Adding On 10  Blocks as visual cues
 Activities: 1 course, 0 extra

Adding On multiples of 10  Blocks as visual cues
 Activities: 1 course, 0 extra

Place value  Adding two digit numbers (no regrouping)
 Activities: 1 course, 0 extra

Adding multiples of 10
 Activities: 2 course, 1 extra

Two digit addition (estimating)
 Activities: 1 course, 2 extra

Add on  Multiples of 10
 Activities: 2 course, 2 extra

Two digit addition (split strategy)
 Activities: 4 course, 0 extra

Two digit addition (jump strategy)
 Activities: 5 course, 0 extra

Two digit addition (traditional methods)
 Activities: 4 course, 4 extra

Two digit addition  look for 10
 Activities: 2 course, 0 extra

Two digit addition
 Activities: 1 course, 0 extra


12 learning outcomes – click to view
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 threedigit 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.

4 learning outcomes – click to view
Samples: Place value  Adding three digit numbers (no regrouping). Adding On multiples of 10  Blocks as visual cues.

Place value  Adding three digit numbers (no regrouping)
 Activities: 1 course, 0 extra

Adding On multiples of 10  Blocks as visual cues
 Activities: 1 course, 0 extra

Place value  Subtract three digit numbers
 Activities: 1 course, 0 extra

Subtracting multiples of 10  Blocks as visual cues
 Activities: 1 course, 0 extra


4 learning outcomes – click to view
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.

4 learning outcomes – click to view
Samples: Add 10. Add 100. Subtract 10 from larger numbers. Subtract 100 (between 100900).

Add 10
 Activities: 1 course, 0 extra

Add 100
 Activities: 1 course, 0 extra

Subtract 10 from larger numbers
 Activities: 1 course, 0 extra

Subtract 100 (between 100900)
 Activities: 1 course, 0 extra


4 learning outcomes – click to view
2.NBT.9 – Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

1 learning outcomes – click to view
Samples: Explain addition and subtraction by drawing.

Explain addition and subtraction by drawing
 Activities: 1 course, 0 extra


1 learning outcomes – click to view
2.MD – Measurement & Data
Mathematics
2.MD.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

3 learning outcomes – click to view
Samples: Units of measure. Units of measure. Units of measure. Which measuring device.

Which measuring device?
 Activities: 2 course, 0 extra

Using the appropriate tools for measuring length
 Activities: 2 course, 0 extra

Use instruments to measure length.
 Activities: 2 course, 0 extra


3 learning outcomes – click to view
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.

4 learning outcomes – click to view
Samples: Measure length using informal units  blocks. Measuring length (informal units).

Measure length using informal units  blocks
 Activities: 1 course, 0 extra

Measure length using informal units.
 Activities: 2 course, 4 extra


4 learning outcomes – click to view
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.
Mathematics
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 wholenumber sums and differences within 100 on a number line diagram.

2 learning outcomes – click to view
Samples: Representing whole numbers as lengths on a number line. Adding and subtracting unit lengths using blocks.

Representing whole numbers as lengths on a number line
 Activities: 1 course, 0 extra

Adding and subtracting unit lengths using blocks
 Activities: 1 course, 0 extra


2 learning outcomes – click to view
Mathematics
2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

3 learning outcomes – click to view
Samples: Minutes past the hour: 5 minute intervals  digital clocks. Reading Clock Five Minute Intervals.

Tell the time: 5 minute intervals
 Activities: 6 course, 0 extra

Reading Time  to the minute
 Activities: 2 course, 3 extra

Telling the time on an analog clock  quarter to and past
 Activities: 2 course, 2 extra


3 learning outcomes – click to view
2.MD.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Mathematics
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 wholenumber units.

1 learning outcomes – click to view
Samples: Reading a line plot  fractions of an inch.

Reading a line plot  fractions of an inch
 Activities: 1 course, 0 extra


1 learning outcomes – click to view
2.MD.10 – Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems (See Glossary, Table 1. http://www.corestandards.org/thestandards/mathematics/glossary/glossary/ ) using information presented in a bar graph.

3 learning outcomes – click to view
Samples: Data  picture graphs: Activity 1. Interpreting Column Graphs  3. Graphs. Display data using picture graphs.

Interpret data presented using picture graphs.
 Activities: 1 course, 1 extra

Interpret data presented using simple column graphs
 Activities: 1 course, 11 extra

Graphs
 Activities: 1 course, 0 extra


3 learning outcomes – click to view
2.G – Geometry
Mathematics
2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

3 learning outcomes – click to view
Samples: Naming 2D shapes. Constructing 2D shapes. Identifying corners on 3D objects. Naming 2D shapes. Constructing 2D shapes.

Naming and identifying twodimensional shapes
 Activities: 5 course, 4 extra

Construct and draw two dimensional shapes
 Activities: 1 course, 4 extra

Describe the features of threedimensional objects
 Activities: 4 course, 5 extra


3 learning outcomes – click to view
2.G.2 – Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.

1 learning outcomes – click to view
Samples: Partitioned rectangles.

Partitioned rectangles
 Activities: 1 course, 0 extra


1 learning outcomes – click to view
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.

5 learning outcomes – click to view
Samples: Halves  identifying an equal share. Halves, Thirds and Quarters. Identifying Fractions.

Halving groups.
 Activities: 2 course, 1 extra

Halves, thirds and quarters
 Activities: 1 course, 1 extra

Quarters and eighths
 Activities: 4 course, 1 extra

A half, quarter and eighth of groups.
 Activities: 3 course, 4 extra

Represent fractions using sectioned areas.
 Activities: 3 course, 1 extra


5 learning outcomes – click to view