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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 drawings and equations with a symbol for the unknown number to represent the problem.

- 2.OA.B Add and subtract within 20.
- 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know automatically all sums of two one-digit numbers based on strategies.

- 2.OA.C Work with equal groups of objects to gain foundations for multiplication.
- 2.OA.C.3 Determine whether a group (up to 20) has an odd or even number of objects (i.e., by pairing objects or counting them by 2s).
- 2.OA.C.3A If the number of objects is even, then write an equation to express this as the sum of two equal addends.
- 2.OA.C.3B If the number of objects group is odd, then write an equation to express this as a sum of a near double (double plus 1).

- 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.OA.C.3 Determine whether a group (up to 20) has an odd or even number of objects (i.e., by pairing objects or counting them by 2s).

### 2.NBT Number and Operations in Base Ten

- 2.NBT.D Understand place value.
- 2.NBT.D.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; and demonstrate that:
- 2.NBT.D.1A 100 can be thought of as a bundle of ten tens-called a “hundred.”
- 2.NBT.D.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.D.1C 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.NBT.D.2 Skip-count by 10s and 100s within 1000 starting at any given number.
- 2.NBT.D.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
- 2.NBT.D.4 Compare pairs of three-digit numbers based on meanings of the hundreds, tens, and ones digits, using the words “is greater than,” “is equal to,” “is less than,” and with the symbols >, =, and < to record the results of comparisons.

- 2.NBT.D.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; and demonstrate that:
- 2.NBT.E Use place value understanding and properties of operations to add and subtract.
- 2.NBT.E.5 Add and subtract within 100 using strategies based on place value, properties of addition, and/or the relationship between addition and subtraction.
- 2.NBT.E.6 Add up to four two-digit numbers using strategies based on place value and/or properties of addition.
- 2.NBT.E.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of addition, and/or the relationship between addition and subtraction:
- 2.NBT.E.7A Relate the strategy to a written method and explain the reasoning used.
- 2.NBT.E.7B Understand that in adding or subtracting three-digit numbers, add or subtract hundreds and hundreds, tens and tens, ones and ones.
- 2.NBT.E.7C Understand that sometimes it is necessary to compose or decompose tens or hundreds.

- 2.NBT.E.8 Mentally:
- 2.NBT.E.8A Add 10 or 100 to a given number 100-900, and
- 2.NBT.E.8B Subtract 10 or 100 from a given number 100-900.

- 2.NBT.E.9 Explain why addition and subtraction strategies work, using place value and the properties of addition.

### 2.MD Measurement and Data

- 2.MD.F Measure and estimate lengths in standard units.
- 2.MD.F.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- 2.MD.F.2 Measure the same object or distance using a standard unit of one length and then a standard unit of a different length. Explain how the two measurements relate to the size of the unit chosen.
- 2.MD.F.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- 2.MD.F.4 Measure in standard length units to determine how much longer one object is than another.

- 2.MD.G Relate addition and subtraction to length.
- 2.MD.G.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
- 2.MD.G.6 Use a number line diagram with equally spaced points to:
- 2.MD.G.6A Represent whole-number sums and differences within 100 on a number line diagram.
- 2.MD.G.6B Locate the multiple of 10 before and after a given number within 100.

- 2.MD.H Work with time and money.
- 2.MD.H.7 Tell and write time from analog and digital clocks in five minute increments using a.m. and p.m.
- 2.MD.H.8 Solve word problems up to $10 involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately.

- 2.MD.I Represent and interpret data.
- 2.MD.I.9 Generate measurement data based on whole units and show data by making a line plot.

- 2.MD.I.10 Use data to:
- 2.MD.I.10A Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
- 2.MD.I.10B Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

### 2.G Geometry

- 2.G.J Reason with shapes and their attributes.
- 2.G.J.1 Identify triangles, quadrilaterals, pentagons, 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.J.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- 2.G.J.3 Partition circles and rectangles into two, three, or four equal shares by:
- 2.G.J.3A Describing the shares using the words halves, thirds, half of, a third of, etc.
- 2.G.J.3B Describing the whole as two halves, three thirds, four fourths.
- 2.G.J.3C Recognizing that equal shares of identical wholes need not have the same shape.