Idaho 2nd Grade Math Standards

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2.OA Operations and Algebraic Thinking

• 2.OA.A Represent and solve problems involving addition and subtraction.
  • 2.OA.A.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, by using physical, visual, and symbolic representations.
• 2.OA.B Add and subtract within 20.
  • 2.OA.B.2 Demonstrate fluency for addition and subtraction within 20 using mental strategies. By the end of grade two, recall basic facts to add and subtract within 20 with automaticity.
• 2.OA.C Work with equal groups of objects to gain foundations for multiplication.
  • 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members and write an equation to express an even number as a sum of two equal addends.
  • 2.OA.C.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.

2.NBT Number and Operations in Base Ten

• 2.NBT.A Understand place value.
  • 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand:
    • 2.NBT.A.1.a 100 can be thought of as a bundle of ten tens – called a “hundred.”
    • 2.NBT.A.1.b The numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
  • 2.NBT.A.2 Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number.
  • 2.NBT.A.3 Read and write numbers from 0 to 1,000 using standard form, expanded form, and word form.
  • 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and <.
• 2.NBT.B Use place value understanding and properties of operations to add and subtract.
  • 2.NBT.B.5 Fluently add and subtract whole numbers within 100 using understanding of place value and properties of operations.
  • 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
  • 2.NBT.B.7 Add and subtract whole numbers within 1,000, by using physical, visual, and symbolic representations, with an emphasis on place value, properties of operations, and/or the relationships between addition and subtraction.
  • 2.NBT.B.8 Use mental strategies to add or subtract a number that is ten more, ten less, one hundred more, and one hundred less than a given three-digit number.
  • 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
    • 2.NBT.B.9.a Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
    • 2.NBT.B.9.b Understand that sometimes it is necessary to compose or decompose tens or hundreds.

2.MD Measurement and Data

• 2.MD.A Measure and estimate lengths in standard units.
  • 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • 2.MD.A.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.
  • 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
  • 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
• 2.MD.B Relate addition and subtraction to length.
  • 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
  • 2.MD.B.6 Represent whole numbers as lengths from zero 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.MD.C Work with time and money.
  • 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  • 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to $10), using $ and ¢ symbols appropriately and whole-dollar amounts.
• 2.MD.D Represent and interpret data.
  • 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organize and record data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.
  • 2.MD.D.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 using information presented in the graph.

2.G Geometry

• 2.G.A Reason with shapes and their attributes.
  • 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombi, trapezoids, pentagons, hexagons, octagons, and cubes.
  • 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
  • 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
    • 2.G.A.3.a Describe the shares using the words “halves,” “thirds,” “fourths,” and “quarter,” and use the phrases “half of,” “a third of,” “a fourth of,” and “quarter of.”
    • 2.G.A.3.b Describe the whole as two of, three of, or four of the shares.