Maryland College and Career-Ready Standards 2nd Grade Math Skills

MD.MA.2.OA. Operations and Algebraic Thinking (OA)

2.OA.A. Represent and solve problems involving addition and subtraction.

2.OA.A.1. Major Standard: 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.

2.OA.A.1.1. Ability to explore addition and subtraction with manipulatives to build their conceptual understanding (e.g., snap cubes, subitizing cards, tens frames, hundreds charts, number lines and empty number lines).

2.OA.A.1.2. Ability to take apart and combine numbers in a wide variety of ways.

2.OA.A.1.3. Ability to make sense of quantity and be able to compare numbers.

2.OA.A.1.4. Ability to record their thinking using >, =, and < when comparing quantities.

2.OA.A.1.6. Knowledge of and ability to apply properties of addition and subtraction (CCSS, Page 90, Table 3).

2.OA.A.1.7. Ability to apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem.

2.OA.A.1.8. Ability to solve various types of addition and subtraction word problems (CCSS, Page 88, Table 1).

2.OA.A.1.11. Ability to represent the multiple steps in a word problem by recording each steps individually using multiple equations (for example: There are 12 strawberries on the plate. The girls ate 9 of them. Mother put 6 more strawberries on the plate. How many strawberries are there now? Students record: 12-9 = 3; 3+6 = 9).

2.OA.B. Add and subtract within 20.

2.OA.B.2. Major Standard: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

2.OA.B.2.1. Ability to apply counting strategies to develop automatic recall.

2.OA.B.2.2. Ability to use reasoning strategies to make use of known facts (e.g., sums of ten, making ten, doubles, near doubles/inside doubles, doubles plus, counting on).

2.OA.C. Work with equal groups of objects to gain foundations for multiplication.

2.OA.C.3. Supporting Standard: 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.OA.C.3.1. Ability to use concrete materials to model the meaning of odd and even numbers.

2.OA.C.3.3. Ability to skip count by twos.

MD.MA.2.NBT. Number and Operations in Base Ten (NBT)

2.NBT.A. Understand place value.

2.NBT.A.1. Major Standard: 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.

2.NBT.A.1.1. Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, stacks of cubes, bundles of sticks, place value arrow cards).

2.NBT.A.1.2. Knowledge of the value of each place in a number.

2.NBT.A.1.3. Knowledge of the value of a digit in a specific place.

2.NBT.A.1.4. Knowledge that the placement of a digit affects the value of that digit.

2.NBT.A.1.5. See 2.NBT.A.1a & b for additional skills and knowledge that are needed for this Standard.

2.NBT.A.1a. Major Standard: 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 a special case: 100 can be thought of as a bundle of ten tens–called a “hundred”.

2.NBT.A.1a.1. Ability to compose and decompose 100 in a variety of ways lays foundation for regrouping.

2.NBT.A.1a.2. Apply the ability to count by tens.

2.NBT.A.1b. Major Standard: 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 a special case: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (x hundreds and 0 tens and 0 ones).

2.NBT.A.1b.1. Ability to count by hundreds using place value manipulatives.

2.NBT.A.1b.2. Ability to count by hundreds verbally.

2.NBT.A.2. Major Standard: Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.2.1. Ability to skip count within 100 using the hundreds chart and 1000 using the thousands chart.

2.NBT.A.2.2. Ability to skip-count starting from various numbers (e.g., counting by tens starting with 27).

2.NBT.A.2.3. Ability to determine patterns when skip-counting.

2.NBT.A.3. Major Standard: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.A.3.1. Knowledge of the value of digits within a multi-digit number.

2.NBT.A.3.2. Knowledge of and ability to represent numbers using concrete materials (e.g., base ten blocks, Digi-blocks, place value arrow cards) as well as written numerals and number words.

2.NBT.A.3.3. Ability to justify the representation with word form and written numerals.

2.NBT.A.4. Major Standard: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

2.NBT.A.4.1. Ability to apply place value knowledge to make comparisons (e.g., Look at greatest place value first and compare those digits to see which is greater).

2.NBT.B. Use place value understanding and properties of operations to add and subtract.

2.NBT.B.5. Major Standard: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.5.1. Knowledge of addition and subtraction fact families.

2.NBT.B.5.2. Ability to model regrouping using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, place value arrow cards).

2.NBT.B.5.3. Knowledge that when regrouping, the value of the number does not change but the place values of the digits within that number change (e.g., When regrouping the problem 324-116, 324 becomes 300+10+14 in order to regroup).

2.NBT.B.6. Major Standard: Add up to four two-digit numbers using strategies based on place value, properties of operations.

2.NBT.B.6.1. Knowledge of and ability to apply strategies such as expanded form, empty number line and partial sums.

2.NBT.B.7. Major Standard: 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.

2.NBT.B.7.1. Represent addition and subtraction three digit numbers within 1000 using concrete models or drawings and place value strategies, properties of operations, and/or the relationship between addition and subtraction. Then relate the strategy to a written method.

2.NBT.B.7.2. Demonstrate an understanding of place value when adding or subtraction three-digit numbers (see standard language).

2.NBT.B.7.3. Compose or decompose tens or hundreds in order to add or subtraction three digit numbers.

2.NBT.B.8. Major Standard: Use place value understanding and properties of operations to add and subtract – Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

2.NBT.B.8.1. Ability to skip count from a number by 10 and/or 100 including off the decades.

2.NBT.B.8.2. Ability to model using base ten manipulatives.

2.NBT.B.8.3. Ability to recognize and use patterns in a thousands chart.

2.NBT.B.9. Major Standard: Explain why addition and subtraction strategies work, using place value and the properties of operations.

2.NBT.B.9.1. Ability to use the properties (commutative property for addition, associative property for addition, zero property, identity property) to compute and to support their explanation (CCSS, Page 90, Table 3).

2.NBT.B.9.2. Ability to reason mathematically and explain why their chosen strategy works using words, pictures, and/or symbols to support their explanation.

MD.MA.2.MD. Measurement and Data (MD)

2.MD.A. Measure and estimate lengths in standard units.

2.MD.A.1. Major Standard: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.1.1. Ability to measure to the nearest inch, centimeter, yard, or meter.

2.MD.A.1.2. Knowledge of and ability to explain why we use standard units of measurement instead of non-standard units.

2.MD.A.1.4. Knowledge of the connection between a ruler and a number line.

2.MD.A.1.5. Ability to measure real-world objects.

2.MD.A.3. Major Standard: Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.3.2. Ability to compare estimates to actual measurements.

2.MD.A.4. Major Standard: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2.MD.A.4.1. Ability to connect measurement comparisons to subtraction (comparing) and addition (counting on).

2.MD.B. Relate addition and subtraction to length.

2.MD.B.5. Major Standard: 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.B.5.1. Ability to develop equations to represent word problems.

2.MD.B.6. Major Standard: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the number 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

2.MD.B.6.1. Ability to locate and represent points on a number line.

2.MD.C. Work with time and money.

2.MD.C.7. Supporting Standard: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.C.7.1. Knowledge of and ability to apply skip counting by 5.

2.MD.C.7.3. Knowledge of the difference between the minute and hour hands and their purposes.

2.MD.C.7.4. Knowledge of concept of quarter-hours and half-hours.

2.MD.C.7.5. Knowledge that there are five-minute intervals between each number on the clock face.

2.MD.C.7.6. Ability to tell time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.C.8. Supporting Standard: 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?

2.MD.C.8.1. Ability to identify both sides of currency.

2.MD.C.8.2. Ability to count money (dollar bills, quarters, dimes, nickels, and pennies).

2.MD.C.8.3. Ability to count mixed sets of currency.

2.MD.C.8.4. Ability to count on.

2.MD.D. Represent and interpret data.

2.MD.D.9. Supporting Standard: 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.D.9.2. Ability to identify patterns within the set of data and analyze what the data represents.

2.MD.D.10. Supporting Standard: 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 using information presented in a bar graph.

2.MD.D.10.2. Knowledge of the elements of picture graphs and bar graphs.

2.MD.D.10.3. Ability to analyze graphs, answer questions about the data, and make decisions based on the data.

MD.MA.2.G. Geometry (G)

2.G.A. Reason with shapes and their attributes.

2.G.A.1. Additional Standard: Recognize and draw shapes having specific attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.A.1.1. Ability to sort shapes by common attributes.

2.G.A.1.2. Knowledge that plane figures are named by the number of sides.

2.G.A.2. Additional Standard: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2.G.A.2.1. Ability to partition rectangles into rows and columns of same-size squares lays the foundation for the development of multiplication, area, and fractions.

2.G.A.2.2. Ability to use concrete materials (e.g., color tiles and cubes) to partition a rectangle.

2.G.A.3. Additional Standard: 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.

2.G.A.3.1. Ability to partition circles and rectangles into equal parts lays the foundation for the development of fractions.

2.G.A.3.2. Ability to model using concrete materials (e.g., paper folding, geoboards, fraction manipulatives) to create equal shares.