## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 2.OA.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. (See Glossary, Table 1. http://www.corestandards.org/the-standards/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

• 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
• ##### 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 one-digit numbers.

• 4 learning outcomes – click to view

Samples: Addition to 20. Single digit addition (missing number). Subtract Single Digit Numbers.

• 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
• ##### 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.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
• ##### Mathematics
• 2.NBT.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.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
• 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
• 2.NBT.2 – Count within 1000; skip-count 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
• 2.NBT.3 – Read and write numbers to 1000 using base-ten 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
• 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 comparisons.

• ##### 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

• 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

• Activities: 1 course, 0 extra
• #### Single Digit Subtraction Match

• Activities: 1 course, 0 extra
• 2.NBT.6 – Add up to four two-digit numbers using strategies based on place value and properties of operations.

• 12 learning outcomes – click to view

Samples: Adding three single-digit 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

• Activities: 4 course, 4 extra
• #### Two digit addition - look for 10

• Activities: 2 course, 0 extra

• Activities: 1 course, 0 extra
• 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.

• 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
• 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 100-900).

• Activities: 1 course, 0 extra

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

• Activities: 1 course, 0 extra
• #### Subtract 100 (between 100-900)

• Activities: 1 course, 0 extra
• 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.)

• ##### 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
• 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
• 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 whole-number 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
• ##### 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
• 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 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 (See Glossary, Table 1. http://www.corestandards.org/the-standards/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
• ##### 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 two-dimensional shapes

• Activities: 5 course, 4 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• #### Describe the features of three-dimensional objects

• Activities: 4 course, 5 extra
• 2.G.2 – Partition a rectangle into rows and columns of same-size 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 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