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Counting and Cardinality
Operations and Algebraic Thinking
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Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
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Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Grade 2
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Operations and Algebraic Thinking 2.OA
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one and twostep 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
.
1
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers.
Work with equal groups of objects to gain foundations for multiplication.
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.
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.
1st Number and Operations in Base Ten
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Number and Operations in Base Ten 1.NBT
Extend the counting sequence.
1. Count to 120, starting at any number less than 120.
In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
2.Understand that the two digits of a twodigit number represent amounts of tens and ones.
Understand the following as special cases:
a.
10 can be thought of as a bundle of ten ones — called a “ten.”
b.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c.
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).
3.Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
4.Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
5.Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
6.Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), 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 and explain the reasoning used.
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Extend the counting sequence.
1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
2.Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
a.10 can be thought of as a bundle of ten ones — called a “ten.”
b.The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c.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).
3.Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
4.Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
5.Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
6.Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), 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 and explain the reasoning used.