Student

Second Grade Math Standards Checklist

Operations and Algebraic Thinking
CCSS.MATH.CONTENT.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.
One-step addition
Join: Result Unknown
Part-Part Whole: Whole Unknown
Join: Change Unknown
Join: Initial Unknown
Two-step addition
One-step subtraction
Separate: Result Unknown
Separate: Change Unknown
Compare: Difference Unknown
Separate: Initial Unknown
Part-Part-Whole: Part Unknown
Two-step subtraction
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental
strategies.2 By end of Grade 2, know from memory all sums
of two one-digit numbers.
Counting On
Making Ten
Decomposing Numbers
Relationship between addition and subtraction (8 + 4 =
12 so 12 4 = 8)
Creating equivalent but easier sums (adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)
Knows from memory all sums of two one-digit numbers

Tens Facts
Doubles
Up to Twenty
CCSS.MATH.CONTENT.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.
Determine if a group of objects up to 10 has an odd or
even number of members
Determine if a group of objects up to 20 has an odd or
even number of members
Write an equation to represent an even number as a
doubles fact
CCSS.MATH.CONTENT.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.
Use addition or skip counting to find the total number
of objects in an array
Write an equation to represent an array

Numbers and Operations in Base Ten

CCSS.MATH.CONTENT.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:
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens called a
"hundred."
10 can be thought of as a bundle of ten ones
called a ten
CCSS.MATH.CONTENT.2.NBT.A.1.B
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).
The numbers 1, 2, 3, 4, 5, 6, 7, 8, 9 refer to one, two,
three, four, five, six, seven, eight, or nine ones
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer
to one, two, three, four, five, six, seven, eight, or
nine tens (and 0 ones)
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Skip count by 2s
Skip count by 5s

Skip count by 10s

Skip count by 10s starting with a number other than 10
Skip count by 100s
Skip count by 100s starting with a number other than
100
CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.
Build numbers under 10 with place value blocks
Build numbers up through 20 with place value blocks
Build numbers under 100 with place value blocks
Build numbers up to 1000 with place value blocks
Draw numbers under 10 using place value
Draw numbers up through 20 using place value
Draw numbers under 100 using place value
Draw numbers up to 1000 using place value
Write numbers up to 100 in standard form
Write numbers up to 1000 in standard form
Write numbers up to 100 in expanded form
Write numbers up to 1000 in expanded form
Write numbers up to 100 in word form
Write numbers up to 1000 in word form
CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digits, using >, =, and < symbols to
record the results of comparisons.
Compare two one-digit numbers
Compare two two-digit numbers
Compare two three-digit numbers
Use the >, =, and < symbols to compare two sides of an
equation
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based
on place value, properties of operations, and/or the
relationship between addition and subtraction.
Place Value Drawings for addition
Place Value Drawings for subtraction

Place Value Decomposition for addition

Decomposing Numbers for addition
Friendly Numbers for addition
Friendly Numbers for subtraction
Adding up in chunks
Subtracting in chunks
Hundreds Chart for addition
Hundreds Chart for subtraction
Number line for addition
Number line for subtraction
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on
place value and properties of operations.
Two one-digit numbers
Three one-digit numbers
Four one-digit numbers
Two two-digit numbers
Three two-digit numbers
Four two-digit numbers
CCSS.MATH.CONTENT.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.
Add two one-digit numbers without regrouping
Add two one-digit numbers with regrouping
Add a two-digit and a one-digit number without
regrouping
Add a two-digit and a one-digit number with regrouping
Add two two-digit numbers without regrouping
Add two two-digit numbers with regrouping
Add a three-digit and a two-digit number without
regrouping
Add a three-digit and a two-digit number with

regrouping
Add two three-digit numbers without regrouping
Add two three-digit numbers with regrouping
Subtract two one-digit numbers without regrouping
Subtract two one-digit numbers with regrouping
Subtract a two-digit and a one-digit number without
regrouping
Subtract a two-digit and a one-digit number with
regrouping
Subtract two two-digit numbers without regrouping
Subtract two two-digit numbers with regrouping
Subtract a three-digit and a two-digit number without
regrouping
Subtract a three-digit and a two-digit number with
regrouping
Subtract two three-digit numbers without regrouping
Subtract two three-digit numbers with regrouping
CCSS.MATH.CONTENT.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.
Mentally add 10 to a number
Mentally add 100 to a number
Mentally subtract 10 from a number
Mentally subtract 100 from a number
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using
place value and the properties of operations.
Explain why place value works for addition
Explain why making friendly numbers works for
addition
Explain why decomposing numbers works for addition
Explain why adding up in chunks works for addition
Explain why regrouping works for addition
Explain why subtracting in chunks works for
subtraction
Explain why making friendly numbers works for
subtraction
Explain why regrouping works for subtraction

Measurement and Data

CCSS.MATH.CONTENT.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.
Select appropriate nonstandard units
Select appropriate standard units
CCSS.MATH.CONTENT.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.
Measure using nonstandard units
Measure using standard units
Explain why the different units produce different
numbers
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and
meters.
Estimate using nonstandard units
Estimate in inches
Estimate in feet
Estimate in centimeters
Estimate in meters
CCSS.MATH.CONTENT.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.
Compare two lengths using common, nonstandard units
Compare two lengths using common, standard units
CCSS.MATH.CONTENT.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 drawings of rulers) and
equations with a symbol for the unknown number to
represent the problem.
Use addition within 10 to solve word problems
involving lengths
Use addition within 100 to solve word problems
involving lengths
Use addition within 1000 to solve word problems
involving lengths
Use subtraction within 10 to solve word problems
involving lengths
Use subtraction within 100 to solve word problems
involving lengths

Use subtraction within 1000 to solve word problems

involving lengths
CCSS.MATH.CONTENT.2.MD.B.6
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 within 100 on a number line diagram.
Represent whole numbers on a number line
Use a number line for addition within 10
Use a number line for addition within 100
Use a number line for addition within 10
Use a number line for subtraction within 100
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Tell time to the nearest hour on a digital clock
Tell time to the nearest hour on an analog clock
Tell time to the nearest half hour on a digital clock
Tell time to the nearest half hour on an analog clock
Tell time to the nearest quarter hour on a digital clock
Tell time to the nearest quarter hour on an analog clock
Tell time to the nearest five minutes on a digital clock
Tell time to the nearest five minutes on an analog clock
Relate time to a.m. and p.m.
Write time to the nearest hour on a digital clock
Write time to the nearest hour on an analog clock
Write time to the nearest half hour on a digital clock
Write time to the nearest half hour on an analog clock
Write time to the nearest quarter hour on a digital
clock
Write time to the nearest quarter hour on an analog
clock
Write time to the nearest five minutes on a digital clock
Write time to the nearest five minutes on an analog
clock
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and symbols appropriately.
Example: If you have 2 dimes and 3 pennies, how many cents
do you have?

Solve addition word problems using dollars

Solve addition word problems using cents
Solve addition word problems using dollars and cents
Solve subtraction word problems using dollars
Solve subtraction word problems using cents
Solve subtraction word problems using dollars and
cents
CCSS.MATH.CONTENT.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.
Measure several objects to the nearest whole unit or the
same object multiple times
Show data on a line plot
CCSS.MATH.CONTENT.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 problems1
using information presented in a bar graph.
Draw a picture graph
Draw a bar graph
Use a graph to solve problems
Put-together
Take-apart
Compare

Geometry
CCSS.MATH.CONTENT.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.
Identify triangles
Identify quadrilaterals
square
rectangle
rhombus
trapezoid

Identify pentagons
Identify hexagons
Identify cubes
Draw shapes based on given attributes
sides
angles/vertices
faces
CCSS.MATH.CONTENT.2.G.A.2
Partition a rectangle into rows and columns of same-size
squares and count to find the total number of them.
CCSS.MATH.CONTENT.2.G.A.3
Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds,
half of, a third of, etc., and describe the whole as two halves,
three thirds, four fourths. Recognize that equal shares of
identical wholes need not have the same shape.
Partition circles
Two equal shares
Three equal shares
Four equal shares
Partition rectangles
Two equal shares
Three equal shares
Four equal shares
Describe a half
Describe a third
Describe a fourth
Describe a whole
Describe a whole as two halves
Describe a whole as three thirds
Describe a whole as four fourths
Recognize that equal shares of an identical whole may
look different
Recognize that the same share of a different whole may
be different

Each 2nd grade Common Core math standard is listed and broken down
into basic pieces. Ive also provided a column down the right side for
any notes like small group meeting dates, dates mastered, or other
notes and codes.
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