This category encompasses the Common Core standards 2.OA.1 - 2.OA.4 (or 2.OA.A.1 - 2.OA.C.4). You can find helpful guides that provide videos and activities to help you teach these math standards here! Feel free to click through and find what you need!

The first standard (2.OA.1) discusses representing and solving problems that involve addition and subtraction. The math problems remain within 100, and students can use drawing and equations to solve the problems. They will learn how to solve both one and two-step problems, learning how to take apart, combine, and compare situations with unknown variables. Let’s keep their critical thinking growing!

The second standard (2.OA.2) is similar to the first standard, but it instead focuses on adding and subtraction within 20. Here, students will be able to fluently add or subtract using mental images. The goal is that, by the end of second grade, your students will have memorized the sums of 2 one-digit numbers. This way they don’t have to double check what 7 + 9 is on the calculator during an important test… Not that I’ve ever had to do that before… 7 + 9 is obviously **checks calculator** 16.

The last two standards (2.OA.3 & 2.OA.4) provide methods to gain a foundation for multiplication. To accomplish this, students will work with equal groups of objects up to 20. Students will determine whether a group is odd or even; they can pair members by 2’s, or pair objects, or whatever method that works. Then, students will write equations representing that two equal numbers, when added, equal an even number (i.e. 2+2=4; 3+3=6; 7+7=14; etc.).

Additionally, your students will learn to find the total number of objects in a rectangular array (with up to 5 rows and 5 columns) by adding and then writing an equation to express that.

The first standard (2.OA.1) discusses representing and solving problems that involve addition and subtraction. The math problems remain within 100, and students can use drawing and equations to solve the problems. They will learn how to solve both one and two-step problems, learning how to take apart, combine, and compare situations with unknown variables. Let’s keep their critical thinking growing!

The second standard (2.OA.2) is similar to the first standard, but it instead focuses on adding and subtraction within 20. Here, students will be able to fluently add or subtract using mental images. The goal is that, by the end of second grade, your students will have memorized the sums of 2 one-digit numbers. This way they don’t have to double check what 7 + 9 is on the calculator during an important test… Not that I’ve ever had to do that before… 7 + 9 is obviously *

The last two standards (2.OA.3 & 2.OA.4) provide methods to gain a foundation for multiplication. To accomplish this, students will work with equal groups of objects up to 20. Students will determine whether a group is odd or even; they can pair members by 2’s, or pair objects, or whatever method that works. Then, students will write equations representing that two equal numbers, when added, equal an even number (i.e. 2+2=4; 3+3=6; 7+7=14; etc.).

Additionally, your students will learn to find the total number of objects in a rectangular array (with up to 5 rows and 5 columns) by adding and then writing an equation to express that.

This category covers the Common Core standards 2.G.1 - 2.G.3 (or 2.G.A.1 - 2.G.A.3). You can find helpful guides that provide videos and activities to help you teach these math standards here! Feel free to click through and find what you need!

All three standards (2.G.1, 2.G.2, & 2.G.3) have students reason and work with shapes and their attributes. The first standard has students recognize and draw shapes based on their defining attributes. For example, based on the information that a shape has three angles and and three sides, students should be able to draw a triangle.

The last two standards involve partitioning or cutting shapes. First, students will learn how to cut a rectangle into even rows or columns of squares and count them. Then, students will cut both circles and rectangles into 2, 3, or 4 equal pieces. By using terms like halves or thirds, students will be able to understand and identify how the pieces relate to each other and to the whole.

All three standards (2.G.1, 2.G.2, & 2.G.3) have students reason and work with shapes and their attributes. The first standard has students recognize and draw shapes based on their defining attributes. For example, based on the information that a shape has three angles and and three sides, students should be able to draw a triangle.

The last two standards involve partitioning or cutting shapes. First, students will learn how to cut a rectangle into even rows or columns of squares and count them. Then, students will cut both circles and rectangles into 2, 3, or 4 equal pieces. By using terms like halves or thirds, students will be able to understand and identify how the pieces relate to each other and to the whole.

This category examines the Common Core standards 2.MD.1 - 2.MD.10 (or 2.MD.A.1 - 2.MD.D.10). You can find helpful guides that provide videos and activities to help you teach these math standards here! Feel free to click through and find what you need!

The first four standards (2.MD.1, 2.MD.2, 2.MD.3, & 2.MD.4) discuss how to measure and estimate lengths in standard units. The first standard covers how to choose measuring tools that are appropriate for the job. For instance, a bunny probably wouldn’t be the best measuring tool, but you can use a ruler to measure a bunny. Next, students learn how to measure an object twice with different tools, explaining how the measurements relate.

Standards 3 and 4 cover measuring objects with specific units like inches, feet, meters, etc. After, students determine how much longer one object is from another, using the correct terms.

The next two standards (2.MD.5 & 2.MD.6) relate comparing addition and subtraction to length. Standard 5 has students add and subtract within 100 to solve word problems that involve lengths with the same units. The 6th standard then has your students represent numbers as lengths on a numberline. By starting at 0 and ending at the given number, students can visualize how “long” a number is.

Standards 2.MD.7 and 2.MD.8 lets students work with time and money. First, students learn how to read both digital and analogue clocks, rounding to the nearest 5. Additionally, your students will be able to solve word problems involving different types of money (i.e. dollars, pennies, nickels, etc.). Word problems will use terms like cents (¢) and dollars ($) and involve addition and subtraction.

The last two standards (2.MD.9 & 2.MD.10) discuss representing and interpreting data. By measuring the lengths of various objects, students can gather data and represent these data findings via a line plot. At this point, students work with whole numbers only. Finally, students can draw a picture graph or bar graph and represent the data set, with up to 4 categories. Afterwards, students can use the information to analyze and compare problems.

The first four standards (2.MD.1, 2.MD.2, 2.MD.3, & 2.MD.4) discuss how to measure and estimate lengths in standard units. The first standard covers how to choose measuring tools that are appropriate for the job. For instance, a bunny probably wouldn’t be the best measuring tool, but you can use a ruler to measure a bunny. Next, students learn how to measure an object twice with different tools, explaining how the measurements relate.

Standards 3 and 4 cover measuring objects with specific units like inches, feet, meters, etc. After, students determine how much longer one object is from another, using the correct terms.

The next two standards (2.MD.5 & 2.MD.6) relate comparing addition and subtraction to length. Standard 5 has students add and subtract within 100 to solve word problems that involve lengths with the same units. The 6th standard then has your students represent numbers as lengths on a numberline. By starting at 0 and ending at the given number, students can visualize how “long” a number is.

Standards 2.MD.7 and 2.MD.8 lets students work with time and money. First, students learn how to read both digital and analogue clocks, rounding to the nearest 5. Additionally, your students will be able to solve word problems involving different types of money (i.e. dollars, pennies, nickels, etc.). Word problems will use terms like cents (¢) and dollars ($) and involve addition and subtraction.

The last two standards (2.MD.9 & 2.MD.10) discuss representing and interpreting data. By measuring the lengths of various objects, students can gather data and represent these data findings via a line plot. At this point, students work with whole numbers only. Finally, students can draw a picture graph or bar graph and represent the data set, with up to 4 categories. Afterwards, students can use the information to analyze and compare problems.

This category includes the Common Core standards 2.NBT.1 - 2.NBT.9 (or 2.NBT.A.1 - 2.NBT.B.9). You can find helpful guides that provide videos and activities to help you teach these math standards here! Feel free to click through and find what you need!

The first four standards (2.NBT.1, 2.NBT.2, 2.NBT.3, & 2.NBT.4) cover understanding place value. Students will learn how to identify place values in 3-digit numbers. They should know certain special cases, like 100 is a “bundle of tens” and that numbers 100-900 are the same 1 one-hundred through 9 one-hundreds. Students will also be able to skip-count by 5s, 10s, and 100s within 1000. Fancy!

Additionally, students will be able to write numbers within 1000 in various forms: expanded form, base-ten numerals, and their number names. Finally, students will be able to compare 2 three-digit numbers using**>**,** =**, and **<** symbols.

The last standards (2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, & 2.NBT.9) discuss using place values and properties of operations to add and subtract. Using various strategies, your students will be able to add and subtract fluently within 100; add up to 4 two-digit numbers; add and subtract within 1000 using models, drawings, and other methods; add 10 or 100 to any number between 100-900 mentally; and explain why strategies work using place value and properties of operations.

Additionally, it is important to note that when adding or subtracting three-digit numbers, students should add or subtract place values with their corresponding place values (hundreds with hundreds, tens with tens, and ones and ones).

The first four standards (2.NBT.1, 2.NBT.2, 2.NBT.3, & 2.NBT.4) cover understanding place value. Students will learn how to identify place values in 3-digit numbers. They should know certain special cases, like 100 is a “bundle of tens” and that numbers 100-900 are the same 1 one-hundred through 9 one-hundreds. Students will also be able to skip-count by 5s, 10s, and 100s within 1000. Fancy!

Additionally, students will be able to write numbers within 1000 in various forms: expanded form, base-ten numerals, and their number names. Finally, students will be able to compare 2 three-digit numbers using

The last standards (2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, & 2.NBT.9) discuss using place values and properties of operations to add and subtract. Using various strategies, your students will be able to add and subtract fluently within 100; add up to 4 two-digit numbers; add and subtract within 1000 using models, drawings, and other methods; add 10 or 100 to any number between 100-900 mentally; and explain why strategies work using place value and properties of operations.

Additionally, it is important to note that when adding or subtracting three-digit numbers, students should add or subtract place values with their corresponding place values (hundreds with hundreds, tens with tens, and ones and ones).

Operations and Algebraic Thinking

Geometry

Measurement and Data

Numbers and Operations in Base Ten

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