North Carolina 2nd Grade Math Standards

Looking for free content that’s aligned to your standards? You’ve come to the right place!

NC.2.OA Operations and Algebraic Thinking

• Represent and solve problems.
  • NC.2.OA.1 Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:
    • NC.2.OA.1.a One-Step problems:
      • NC.2.OA.1.a.1 Add to/Take from-Start Unknown
      • NC.2.OA.1.a.2 Compare-Bigger Unknown
      • NC.2.OA.1.a.3 Compare-Smaller Unknown
    • NC.2.OA.1.b Two-Step problems involving single digits:
      • NC.2.OA.1.b.1 Add to/Take from- Change Unknown
      • NC.2.OA.1.b.2 Add to/Take from- Change Unknown
• Add and subtract within 20.
  • NC.2.OA.2 Demonstrate fluency with addition and subtraction, within 20, using mental strategies.
• Work with equal groups.
  • NC.2.OA.3 Determine whether a group of objects, within 20, has an odd or even number of members by:
    • NC.2.OA.3.a Pairing objects, then counting them by 2s.
    • NC.2.OA.3.b Determining whether objects can be placed into two equal groups.
    • NC.2.OA.3.c Writing an equation to express an even number as a sum of two equal addends.
  • NC.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.

NC.2.NBT Number and Operations in Base Ten

• Understand place value.
  • NC.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
    • NC.2.NBT.1.a Unitize by making a hundred from a collection of ten tens.
    • NC.2.NBT.1.b Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
    • NC.2.NBT.1.c Compose and decompose numbers using various groupings of hundreds, tens, and ones.
  • NC.2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
  • NC.2.NBT.3 Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form.
  • NC.2.NBT.4 Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
• Use place value understanding and properties of operations.
  • NC.2.NBT.5 Demonstrate fluency with addition and subtraction, within 100, by:
    • NC.2.NBT.5.a Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
    • NC.2.NBT.5.b Comparing addition and subtraction strategies, and explaining why they work.
    • NC.2.NBT.5.c Selecting an appropriate strategy in order to efficiently compute sums and differences.
  • NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.
  • NC.2.NBT.7 Add and subtract, within 1000, relating the strategy to a written method, using:
    • NC.2.NBT.7.a Concrete models or drawings
    • NC.2.NBT.7.b Strategies based on place value
    • NC.2.NBT.7.c Properties of operations
    • NC.2.NBT.7.d Relationship between addition and subtraction
  • NC.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.

NC.2.MD Measurement and Data

• Measure and estimate lengths.
  • NC.2.MD.1 Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • NC.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.
  • NC.2.MD.3 Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters.
  • NC.2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
• Relate addition and subtraction to length.
  • NC.2.MD.5 Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem.
  • NC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line.
• Build understanding of time and money.
  • NC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  • NC.2.MD.8 Solve word problems involving:
    • NC.2.MD.8.a Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately.
    • NC.2.MD.8.b Whole dollar amounts, using the $ symbol appropriately.
• Represent and interpret data.
  • NC.2.MD.10 Organize, represent, and interpret data with up to four categories.
    • NC.2.MD.10.a Draw a picture graph and a bar graph with a single-unit scale to represent a data set.
    • NC.2.MD.10.b Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph.

NC.2.G Geometry

• Reason with shapes and their attributes.
  • NC.2.G.1 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.
  • NC.2.G.3 Partition circles and rectangles into two, three, or four equal shares.
    • NC.2.G.3.a Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of.
    • NC.2.G.3.b Describe the whole as two halves, three thirds, four fourths.
    • NC.2.G.3.c Explain that equal shares of identical wholes need not have the same shape.