South Carolina 2nd Grade Math Standards

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2.NSBT Number Sense and Base Ten

• 2.NSBT.1 Understand place value through 999 by demonstrating that:
  • 2.NSBT.1.a 100 can be thought of as a bundle (group) of 10 tens called a “hundred”;
  • 2.NSBT.1.b the hundreds digit in a three-digit number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit represents the number of ones;
  • 2.NSBT.1.c three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones, etc.).
• 2.NSBT.2 Count by tens and hundreds to 1,000 starting with any number.
• 2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.
• 2.NSBT.4 Compare two numbers with up to three digits using words and symbols (i.e., >, =, or <).
• 2.NSBT.5 Add and subtract fluently through 99 using knowledge of place value and properties of operations.
• 2.NSBT.6 Add up to four two-digit numbers using strategies based on knowledge of place value and properties of operations.
• 2.NSBT.7 Add and subtract through 999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding.
• 2.NSBT.8 Determine the number that is 10 or 100 more or less than a given number through 1,000 and explain the reasoning verbally and in writing.

2.ATO Algebraic Thinking and Operations

• 2.ATO.1 Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions.
• 2.ATO.2 Demonstrate fluency with addition and related subtraction facts through 20.
• 2.ATO.3 Determine whether a number through 20 is odd or even using pairings of objects, counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6).
• 2.ATO.4 Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.G Geometry

• 2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
• 2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts.
• 2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

2.MDA Measurement and Data Analysis

• 2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object.
• 2.MDA.2 Measure the same object or distance using a standard unit of one length and then a standard unit of a different length and explain verbally and in writing how and why the measurements differ.
• 2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter).
• 2.MDA.4 Measure to determine how much longer one object is than another, using standard length units.
• 2.MDA.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences through 99 on a number line diagram.
• 2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.
• 2.MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol.
• 2.MDA.8 Generate data by measuring objects in whole unit lengths and organize the data in a line plot using a horizontal scale marked in whole number units.
• 2.MDA.9 Collect, organize, and represent data with up to four categories using picture graphs and bar graphs with a single-unit scale.
• 2.MDA.10 Draw conclusions from t-charts, object graphs, picture graphs, and bar graphs.