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Standard Code Second Grade Math Standards

This document outlines the math standards for second grade students. It covers several areas of mathematics including: - Identifying and drawing shapes as well as recognizing triangles, quadrilaterals, pentagons, hexagons and cubes. - Partitioning rectangles and circles into equal shares and fractions. - Measuring length, time, and money using appropriate tools and units. - Generating and representing measurement data using line plots and graphs. - Understanding place value of three-digit numbers and comparing numbers using symbols. - Fluently adding and subtracting within 100 and 1000 using strategies based on place value. - Solving one- and two-step word problems involving addition and subtraction.

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destiny_eastep
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150 views2 pages

Standard Code Second Grade Math Standards

This document outlines the math standards for second grade students. It covers several areas of mathematics including: - Identifying and drawing shapes as well as recognizing triangles, quadrilaterals, pentagons, hexagons and cubes. - Partitioning rectangles and circles into equal shares and fractions. - Measuring length, time, and money using appropriate tools and units. - Generating and representing measurement data using line plots and graphs. - Understanding place value of three-digit numbers and comparing numbers using symbols. - Fluently adding and subtracting within 100 and 1000 using strategies based on place value. - Solving one- and two-step word problems involving addition and subtraction.

Uploaded by

destiny_eastep
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Standard Code Second Grade ~ Math Standards

02-G.01.00.0
Recognize and draw shapes having specified attributes, such as congruency, a given number of
angles, or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.
02-G.02.00.0
Partition a rectangle into rows and columns of same-size squares and count to find the total
number of them.
02-G.03.00.0
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.
02-MD.01.00.0
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
02-MD.02.00.0
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.
02-MD.03.00.0 Estimate lengths using units of inches, feet, centimeters, and meters.
02-MD.04.00.0
Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
02-MD.05.00.0
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.
02-MD.06.00.0
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.
02-MD.07.00.0
Know the relationships of time, including seconds in a minute, minute in an hour, hours in a day,
days in a week, a month, and a year; and weeks in a month and a year
02-MD.08.00.0 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
02-MD.09.00.0
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?
02-MD.10.00.0
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.
02-MD.11.00.0
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 problems4 using information
presented in a bar graph.
02-NBT.01.00.0
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:
02-NBT.01.A.0 100 can be thought as a bundle of ten tens-called "a hundred"
02-NBT.01.B.0
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).
02-NBT.02.00.0 Count within 1000; skip-count by 5s, 10s, 25s, and 100s
02-NBT.03.00.0
Read, write, and compare numbers to 1000 using base-ten numerals, number names, and
expanded form
02-NBT.04.00.0 Use ordinal numbers to show numeric order up to 20 (e.g. first, second, third)
02-NBT.05.00.0
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using
>, =, and <symbols to record the results of comparisons.
Standard Code Second Grade ~ Math Standards
02-NBT.06.00.0
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction
02-NBT.07.00.0
Add up to four two-digit numbers using strategies based on place value and properties of
operations.
02-NBT.08.00.0
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.
02-NBT.09.00.0
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given
number 100-900.
02-NBT.10.00.0
Explain why addition and subtraction strategies work, using place value and the properties of
operations.
02-OA.01.00.0
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.
02-OA.02.00.0
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.
02-OA.03.00.0
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.
02-OA.04.00.0
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.
02-OA.05.00.0
Create, extend, and identify number patterns to build a foundation for understanding multiples and
factors

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