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. Adding two digit numbers (split strategy). Adding on (numbers under 10).

Adding multiples of 10
 Activities: 2 course, 4 extra

Adding two digit numbers (split strategy)
 Activities: 4 course, 2 extra

Adding on (numbers under 10)
 Activities: 3 course, 14 extra

Adding two digit numbers (jump strategy)
 Activities: 5 course, 5 extra

Adding two digit numbers (written strategy)
 Activities: 4 course, 8 extra

Adding two digit numbers (problem solving)
 Activities: 6 course, 12 extra

Challenge Puzzle  Addition Pyramid
 Activities: 1 course, 0 extra

Subtracting 10
 Activities: 4 course, 11 extra

Subtracting multiples of 10
 Activities: 2 course, 5 extra

Subtracting from 100
 Activities: 4 course, 5 extra

Subtracting two digit numbers (adding on)
 Activities: 3 course, 0 extra

Subtracting two digit numbers (jump back strategy)
 Activities: 4 course, 16 extra

Subtracting two digit numbers (written strategy)
 Activities: 5 course, 10 extra

Subtracting two digit numbers (problem solving)
 Activities: 5 course, 18 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: Adding single digit numbers. Single digit addition (missing number). Subtracting single digit numbers.

Adding single digit numbers
 Activities: 4 course, 18 extra

Single digit addition (missing number)
 Activities: 5 course, 10 extra

Subtracting single digit numbers
 Activities: 3 course, 12 extra

Single digit subtraction (missing number)
 Activities: 3 course, 7 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

Choosing the correct equation
 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 by 2. Groups of 5. Counting by 5. Counting by 10. Arrays. Rows of 2. Counting by 2. Rows of 5.

Groups and rows of 2
 Activities: 3 course, 7 extra

Counting by 2
 Activities: 6 course, 5 extra

Groups and rows of 5
 Activities: 4 course, 14 extra

Counting by 5
 Activities: 4 course, 3 extra

Counting by 10
 Activities: 5 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. Counting in tens and ones. Place Values teens: counting 15 sticks. Place Values. Place value 100.

Numbers represented using MAB (up to 100)
 Activities: 3 course, 2 extra

Counting in tens and ones
 Activities: 2 course, 2 extra

Place value concepts (bundled sticks)
 Activities: 2 course, 1 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. Counting in tens and ones. Place Values teens: counting 15 sticks.

Place value  hundreds, tens and ones
 Activities: 3 course, 2 extra

Numbers represented using MAB (up to 100)
 Activities: 3 course, 2 extra

Counting in tens and ones
 Activities: 2 course, 2 extra

Place value concepts (bundled sticks)
 Activities: 2 course, 1 extra

Counting by 100 (multiples of 100)
 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: Skip Counting by 2's. Counting by 5. Counting by 10. Counting by 100 (multiples of 100).

Counting by 2 (to 20)
 Activities: 3 course, 10 extra

Counting by 5
 Activities: 4 course, 3 extra

Counting by 10
 Activities: 5 course, 5 extra

Counting by 100 (multiples of 100)
 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: Place value. Writing numbers to 1000. Numbers written in expanded form. Counting forwards and backwards by 10.

Place Value  Numbers to 1000
 Activities: 0 course, 3 extra

Writing numbers to 1000
 Activities: 1 course, 0 extra

Numbers written in expanded form
 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: Comparing numbers to 1000 (< = >). Greater than or less than.

Comparing numbers to 1000 (< = >)
 Activities: 1 course, 1 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: Adding on single digit numbers using blocks. Adding two digit numbers using blocks. Adding multiples of 10.

Adding on single digit numbers using blocks
 Activities: 1 course, 0 extra

Adding two digit numbers using blocks
 Activities: 1 course, 0 extra

Adding multiples of 10
 Activities: 2 course, 4 extra

Adding two digit numbers (estimating)
 Activities: 1 course, 2 extra

Adding two digit numbers (split strategy)
 Activities: 4 course, 2 extra

Adding on (numbers under 10)
 Activities: 3 course, 14 extra

Adding two digit numbers (jump strategy)
 Activities: 5 course, 5 extra

Adding two digit numbers (written strategy)
 Activities: 4 course, 8 extra

Adding two digit numbers (problem solving)
 Activities: 6 course, 12 extra

Subtracting 10
 Activities: 4 course, 11 extra

Subtracting multiples of 10
 Activities: 2 course, 5 extra

Subtracting from 100
 Activities: 4 course, 5 extra

Adding two digit numbers (missing number)
 Activities: 2 course, 5 extra

Make 100
 Activities: 2 course, 2 extra

Subtracting two digit numbers (adding on)
 Activities: 3 course, 0 extra

Subtracting two digit numbers (jump back strategy)
 Activities: 4 course, 16 extra

Subtracting two digit numbers (written strategy)
 Activities: 5 course, 10 extra

Subtracting two digit numbers (problem solving)
 Activities: 5 course, 18 extra

Adding two digit numbers (look for 10)
 Activities: 2 course, 0 extra

Adding two digit numbers
 Activities: 1 course, 1 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 single digit numbers. Adding on 10 using blocks. Adding multiples of 10 using blocks.

Adding three numbers
 Activities: 3 course, 3 extra

Adding on 10 using blocks
 Activities: 1 course, 0 extra

Adding multiples of 10 using blocks
 Activities: 1 course, 0 extra

Adding two digit numbers using blocks
 Activities: 1 course, 0 extra

Adding multiples of 10
 Activities: 2 course, 4 extra

Adding two digit numbers (estimating)
 Activities: 1 course, 2 extra

Adding multiples of 10
 Activities: 2 course, 4 extra

Adding two digit numbers (split strategy)
 Activities: 4 course, 2 extra

Adding two digit numbers (jump strategy)
 Activities: 5 course, 5 extra

Adding two digit numbers (written strategy)
 Activities: 4 course, 8 extra

Adding two digit numbers (look for 10)
 Activities: 2 course, 0 extra

Adding two digit numbers
 Activities: 1 course, 1 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: Adding three digit numbers using blocks. Adding multiples of 10 using blocks.

Adding three digit numbers using blocks
 Activities: 1 course, 0 extra

Adding multiples of 10 using blocks
 Activities: 1 course, 0 extra

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

Subtracting multiples of 10 using blocks
 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: Adding 10 (to three digit numbers). Adding 100. Subtracting 10 large numbers. Subtracting 100.

Adding 10 (to three digit numbers)
 Activities: 1 course, 1 extra

Adding 100
 Activities: 1 course, 1 extra

Subtracting 10 large numbers
 Activities: 1 course, 1 extra

Subtracting 100
 Activities: 1 course, 1 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 Metric. Units Of Measure Metric. Units Of Measure Metric. Which measuring device.

Which measuring device?
 Activities: 2 course, 0 extra

Using the appropriate tools for measuring length
 Activities: 3 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 (using informal units).

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

Measure length using informal units.
 Activities: 3 course, 7 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.

1 learning outcomes – click to view
Samples: Units Of Measure Metric. Measuring With A Ruler. Measure length in centimeters. Measure length (problem solving).

Measure length in centimeters
 Activities: 5 course, 2 extra


1 learning outcomes – click to view
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 learning outcomes – click to view
Samples: Measure length in centimeters : Activity 1. Measuring in Meters. recording Length in Meters and Centimeters.

Measure length in centimetres
 Activities: 0 course, 1 extra

Measure length in metres
 Activities: 0 course, 3 extra


2 learning outcomes – click to view
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 lengths on a number line
 Activities: 1 course, 0 extra

Adding and subtracting unit lengths
 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 Five Minute Intervals.

Tell the time: 5 minute intervals
 Activities: 6 course, 2 extra

Reading Time  to the minute
 Activities: 2 course, 9 extra

Telling the time on an analog clock  quarter to and past
 Activities: 1 course, 8 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.
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.

4 learning outcomes – click to view
Samples: Data  picture graphs. Create a Column Graph. Interpreting Column Graphs  3. Column graphs.

Interpret data presented using picture graphs.
 Activities: 1 course, 4 extra

Data & Graphs  Column Graph Creator
 Activities: 0 course, 1 extra

Interpret data presented using simple column graphs
 Activities: 1 course, 12 extra

Column graphs
 Activities: 1 course, 0 extra


4 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: Identifying twodimensional shapes. Constructing 2D shapes. Identifying corners on 3D objects. Draw Shapes.

Identifying twodimensional shapes
 Activities: 1 course, 0 extra

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

Describe the features of threedimensional objects
 Activities: 3 course, 8 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, 10 extra

Dividing groups into halves and quarters
 Activities: 2 course, 5 extra

Identifying fractions
 Activities: 3 course, 4 extra


5 learning outcomes – click to view