M.2: Grade 2

Grade 2

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Grade 2 extends addition and subtraction to 1000, with students using place value strategies and written methods to add and subtract three-digit numbers fluently. Measurement takes on a central role: students use standard tools to measure and estimate lengths in customary and metric units, compare lengths, tell time, and solve money problems. Data, geometry, and the foundations of multiplication through equal groups and arrays complete the year.

M.2.1Use 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).M.2.10Add up to four two-digit numbers using strategies based on place value and properties of operations.M.2.11Add 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.2.12Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900.M.2.13Explain why addition and subtraction strategies work, using place value and the properties of operations.M.2.14Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.M.2.15Measure 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.2.16Estimate lengths using units of inches, feet, centimeters, and meters.M.2.17Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.M.2.18Use 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.M.2.19Represent 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.M.2.2Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers.M.2.20Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.M.2.21Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?).M.2.22Generate 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.2.23Draw 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.M.2.24Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.M.2.25Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.M.2.26Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.M.2.3Determine 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.2.4Use 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.M.2.5Understand 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.2.6Count within 1000 and skip-count by 5s, 10s and 100s.M.2.7Read and write numbers to 1000 using base-ten numerals, number names and expanded form.M.2.8Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons.M.2.9Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.M.2.GGeometryM.2.MDMeasurement and DataM.2.NBTNumber and Operations in Base TenM.2.OAOperations and Algebraic Thinking
Example Problems
Write an equation to describe this situation:
Larry read a 400-page book.
He read at a rate of 10 pages per day for days.
The frequency table shows how many cups of coffee employees drank at work:

Cups of CoffeeNumber of Employees
02
16
24
32
41


Which number of cups was least common?
Are both trapezoids and parallelograms quadrilaterals?
Goblins

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