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### KY.2.OA Operations and Algebraic Thinking

- Represent and solve problems involving addition and subtraction.
- KY.2.OA.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 drawings and equations with a symbol for the unknown number to represent the problem.

- Add and subtract within 20.
- KY.2.OA.2 Fluently add and subtract within 20 using mental strategies.

- Work with equal groups of objects to gain foundation for multiplication.
- KY.2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends.
- KY.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.

### KY.2.NBT Numbers and Operations in Base Ten

- Understand place value.
- KY.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones. Understand the following as special cases:
- KY.2.NBT.1.a 100 can be thought of as a bundle of ten tens—called a “hundred.”
- KY.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).

- KY.2.NBT.2 Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s.
- KY.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and expanded form.
- KY.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons.

- KY.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones. Understand the following as special cases:
- Use place value understanding and properties of operations to add and subtract.
- KY.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.
- KY.2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
- KY.2.NBT.7 Add and subtract within 1000.
- KY.2.NBT.7.a Represent and solve addition and subtraction problems using…
- KY.2.NBT.7.a.1 concrete models or drawings;
- KY.2.NBT.7.a.2 strategies based on place value;
- KY.2.NBT.7.a.3 properties of operations;
- KY.2.NBT.7.a.4 the relationship between addition and subtraction and;
- KY.2.NBT.7.a.5 relate drawings and strategies to expressions or equations.

- KY.2.NBT.7.b 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.

- KY.2.NBT.7.a Represent and solve addition and subtraction problems using…
- KY.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.
- KY.2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

### KY.2.MD Measurement and Data

- Measure and estimate lengths in standard unit.
- KY.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes.
- KY.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.
- KY.2.MD.3 Estimate lengths using units of inches, feet, yards, centimeters and meters.
- KY.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of either a customary or metric standard length unit.

- Relate addition and subtraction to length.
- KY.2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown number to represent the problem.
- KY.2.MD.6 Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, … and represent whole-number sums and differences within 100 on a number line.

- Work with time and money.
- KY.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- KY.2.MD.8 Solve word problems with adding and subtracting within 100, (not using dollars and cents simultaneously) using the $ and ¢ symbols appropriately (not including decimal notation).

- Understand and apply the statistics process.
- KY.2.MD.9 Investigate questions involving measurements.
- KY.2.MD.9.a Identify a statistical question focused on measurements.
- KY.2.MD.9.b Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.
- KY.2.MD.9.c Show the measurements by making a dot plot, where the horizontal scale is marked off in whole-number units.

- KY.2.MD.10 Create a pictograph 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.

- KY.2.MD.9 Investigate questions involving measurements.

### KY.2.G Geometry

- Reason with shapes and their attributes.
- KY.2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons and cubes (identify number of faces).
- KY.2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- KY.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.