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### 2.OA Operations and Algebraic Thinking

- 2.OA.A Represent and solve problems involving addition and subtraction.
- M.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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

- 2.OA.B Add and subtract within 20.
- M.2.OA.B.2 Flexibly and efficiently add and subtract within 20 using multiple mental strategies which may include counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

- 2.OA.C Work with equal groups of objects to gain foundations for multiplication.
- M.2.OA.C.3 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.
- M.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.
- M.2.NBT.A.1 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 special cases:

- M.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s
- M.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
- M.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, and describe the result of the comparison using words and symbols ( >, =, and < ).

- M.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred”.
- M.2.NBT.A.1b 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).

- 2.NBT.B Use place value understanding and properties of operations to add and subtract.
- M.2.NBT.B.5 Flexibly and efficiently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. In Grade 2, subtraction with decomposition is an exception and may include drawings/representations.
- M.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
- M.2.NBT.B.7 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.
- M.2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
- M.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. These explanations may be supported by drawings or objects.

### 2.MD Measurement and Data

- 2.MD.A Measure and estimate lengths in standard units.
- M.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.
- M.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.
- M.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- M.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.
- M.2.MD.B.5 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 number lines) and equations with a symbol for the unknown number to represent the problem.
- M.2.MD.B.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.

- 2.MD.C Work with time and money.
- M.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- M.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

- 2.MD.D Represent and interpret data.
- M.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. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

- M.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 a bar graph.

### 2.G Geometry

- 2.G.A Reason with shapes and their attributes.
- M.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, quadrilaterals, pentagons, hexagons, and cubes. Sizes are compared directly or visually, not compared by measuring.
- M.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- M.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe and count the shares using the words
*halves*,*thirds*, and*fourths*, and use phrases*half of*,*a third of*, and*a fourth of*the whole. Describe the whole as composed of two halves, three thirds, and four fourths. Recognize that equal shares of identical wholes need not have the same shape.