SecondGradeMath

MissouriLearningStandards
DateTaught

OperationsandAlgebraicThinking
Representandsolveproblemsinvolvingadditionandsubtraction.

2.OA1
Useadditionandsubtractionwithin100tosolveoneandtwostepwordproblemsinvolving
situationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsin
allpositions,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumberto
representtheproblem.(SeeTableI)

Addandsubtractwithin20.

2.OA2
Fluentlyaddandsubtractwithin20usingmentalstrategies.ByendofGrade2,knowfrommemory
allsumsoftwoonedigitnumbers.
MENTALSTRATEGIES
Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.
Usestrategiessuchascountingonmakingten(e.g.,8+6=8+2+4=10+4=14)decomposinga
numberleadingtoaten(e.g.,134=1331=101=9)usingtherelationshipbetweenadditionand
subtraction(e.g.knowingthat8+4=12,oneknows128=4)andcreatingequivalentsbuteasieror
knownsums(e.g.adding6+7bycreatingtheknownequivalent6+6+1=12+1=13).

Workwithequalgroupsofobjectstogainfoundationsformultiplication.

2.OA3
Determinewhetheragroupofobjects(upto20)hasanoddorevennumberofmembers,e.g.,by
pairingobjectsorcountingthemby2swriteanequationtoexpressanevennumberasasumoftwo
equaladdends.
2.OA4
Useadditiontofindthetotalnumberofobjectsarrangedinrectangulararrayswithupto5rowsand
upto5columnswriteanequationtoexpressthetotalasasumofequaladdends.

NumberandOperationsinBaseTen
Understandplacevalue.

2.NBT1
Understandthatthethreedigitsofathreedigitnumberrepresentamountsofhundreds,tens,and
onese.g.,706equals7hundreds,0tens,and6ones.Understandthefollowingasspecialcases.
a. 100canbethoughtofasabundleoftentenscalledahundred.
b.

Thenumbers100,200,300,400,500,600,700,800,900refertoone,two,three,four,
five,six,seven,eight,orninehundreds(and0tensand0ones).

2.NBT2
Countwithin1000skipcountby5s,10s,and100s
2.NBT3
Readandwritenumbersto1000usingbasetennumerals,numbernames,andexpandedform.
2.NBT4
Comparetwothreedigitnumbersbasedonmeaningsofthehundreds,tens,andonesdigits,using
>,=,and<symbolstorecordtheresultsofcomparisons.

Useplacevalueunderstandingandpropertiesofoperationstoaddandsubtract.

2.NBT5
Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue,propertiesofoperations,
and/ortherelationshipbetweenadditionandsubtraction.
2.NBT6
Adduptofourtwodigitnumbersusingstrategiesbasedonplacevalueandpropertiesofoperations.
2.NBT7

September2014

Addandsubtractwithin1000,usingconcretemodelsordrawingsandstrategiesbasedonplace
value,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtractionrelatethe
strategytoawrittenmethod.Understandthatinaddingorsubtractingthreedigitnumbers,oneadds
orsubtractshundredsandhundreds,tensandtens,onesandonesandsometimesitisnecessary
tocomposeordecomposetensorhundreds.
2.NBT8
Mentallyadd10or100togivennumber100900,andmentallysubtract10or100fromagiven
number100900.
2.NBT9
Explainwhyadditionandsubtractionstrategieswork,usingplacevalueandthepropertiesof
operations.Explanationsmaybesupportedbydrawingsorobjects.

MeasurementandData
Measureandestimatelengthsinstandardunits.

2.MD1
Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,
metersticks,andmeasuringtapes.
2.MD2
Measurethelengthofanobjecttwice,usinglengthunitsofdifferentlengthsforthetwo
measurementsdescribehowthetwomeasurementsrelatetothesizeoftheunitchosen.
2.MD3
Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.
2.MD4
Measuretodeterminehowmuchlongeroneobjectisthananother,expressingthelengthdifference
intermsofastandardlengthunit.

Relateadditionandsubtractiontolength.

2.MD5
Useadditionandsubtractionwithin100tosolvewordproblemsinvolvinglengthsthataregiveninthe
sameunits,e.g.,byusingdrawings(suchasdrawingsofrulers)andequationswithasymbolforthe
unknownnumbertorepresenttheproblem.
2.MD6
Representwholenumbersaslengthsfrom0onanumberlinediagramwithequallyspacedpoints
correspondingtothenumbers0,1,2,,andrepresentwholenumbersumsanddifferenceswithin
100onanumberlinediagram.

Workwithtimeandmoney.

2.MD7
Tellandwritetimefromanaloganddigitalclockstothenearestfiveminutes,usinga.m.andp.m.
2.MD8

Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies,using$and
symbolsappropriately.
Example:Ifyouhave2dimesand3pennies,howmanycentsdoyou
have?
Representandinterpretdata.

2.MD9
Generatemeasurementdatabymeasuringlengthsofseveralobjectstothenearestwholeunit,orby
makingrepeatedmeasurementsofthesameobject.Showthemeasurementsbymakingalineplot,
wherethehorizontalscaleismarkedoffinwholenumberunits.
2.MD10
Drawapicturegraphandabargraph(withsingleunitscale)torepresentadatasetwithuptofour
categories.Solvesimpleputtogether,takeapart,andcompareproblems(seeGlossary,TableI)
usinginformationpresentedinabargraph.

Geometry
Reasonwithshapesandtheirattributes.

2.G1

September2014

Recognizeanddrawshapeshavingspecifiedattributes,suchasagivennumberofanglesora
givennumberofequalfaces.[Sizesarecompareddirectlyorvisually,notcomparedby
measuring.]

2.G2

Partitionarectangleintorowsandcolumnsofsamesizesquaresandcounttofindthetotal
numberofthem.

2.G3

Partitioncirclesandrectanglesintotwo,three,orfourequalshares,describethesharesusing
thewords
halves
,
thirds
,
halfof
,
athirdof
,etc.,anddescribethewholeastwohalves,three
thirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesame
shape.

GlossaryTable1

Addto

ResultUnknown
Twobunniessatonthe
grass.Threemore
bunnieshoppedthere.
Howmanybunniesare
onthegrassnow?
2+3=?

TakeFrom

Fiveappleswereonthe
table.Iatetwoapples.
Howmanyapplesare
onthetablenow?
52=?

TotalUnknown

PutTogether/

Threeredapplesand
twogreenapplesareon
thetable.Howmany
applesareonthetable?

ChangeUnknown
Twobunniesweresitting
onthegrass.Some
morebunnieshopped
there.Thentherewere
fivebunnies.Howmany
bunnieshoppedoverto
thefirsttwo?
2+?=5
Fiveappleswereonthe
table.Iatesome
apples.Thenthere
werethreeapples.How
manyapplesdidIeat?
5?=3

StartUnknown
Somebunnieswere
sittingonthegrass.
Threemorebunnies
hoppedthere.Then
therewerefivebunnies.
Howmanybunnieswere
onthegrassbefore?
?+3=5
Someappleswereon
thetable.Iatetwo
apples.Thenthere
werethreeapples.How
manyappleswereon
thetablebefore?
?2=3
AddendUnknown
Bothaddends
Unknown
Fiveapplesareonthe
Grandmahasfive
table.Threeareredand flowers.Howmanycan
therestaregreen.How sheputinherredvase
manyapplesaregreen?

September2014

TakeApart

3+2=?

3+?=5,53=?

Compare

DifferenceUnknown
(Howmanymore?
version):

Lucyhastwoapples.
Juliehasfiveapples.
Howmanymoreapples
doesJuliehavethan
Lucy?

(Howmanyfewer?
version):

Lucyhastwoapples
Juliehasfiveapples.
Howmanyfewerapples
doesLucyhavethan
Julie?
2+?=5,52=?

BiggerUnknown
(Versionwithmore):

Juliehasthreemore
applesthanLucy.Lucy
hastwoapples.How
manyapplesdoesJulie
have?

(Versionwithfewer):

Lucyhasthreefewer
applesthanJulie.Lucy
hastwoapples.How
manyapplesdoesJulie
have?
2+3=?,3+2=?

andhowmanyinher
bluevase?
5=0+5,5=5+0
5=1+4,5=4+1
5=2+3,5=3+2
SmallerUnknown
(Versionwithmore):

Juliehasthreemore
applesthanLucy.Julie
hasfiveapples.How
manyapplesdoesLucy
have?

(Versionwithfewer):

Lucyhasthreefewer
applesthanJulie.Julie
hasfiveapples.How
manyapplesdoesLucy
have?
53=?,?+3=5

Thesetakeapartsituationscanbeusedtoshowallthedecompositionsofagivennumber.Theassociatedequations,whichhavethetotalonthe
leftoftheequalsign,helpchildrenunderstandthatthe=signdoesnotalwaysmeanmakesorresultsinbutalwaysdoesmeanisthesamenumber
as.
Eitheraddendcanbeunknown,sotherearethreevariationsoftheseproblemsituations.BothAddendsUnknownisaproductiveextensionofthis
basicsituation,especiallyforsmallnumberslessthanorequalto10.
FortheBiggerUnknownorSmallerUnknownsituations,oneversiondirectsthecorrectoperation(theversionusingmoreforthebiggerunknown
andusinglessforthesmallerunknown).Theotherversionsaremoredifficult.

September2014