The Common Core State Standards for Grade 2 math can be divided into various domains, each with specific standards and related deliverables. Here’s a table outlining these domains, standards, and deliverables:
| Domain | Standard | Deliverable |
|---|---|---|
| Operations and Algebraic Thinking | Represent and solve problems involving addition and subtraction | – Use addition and subtraction within 100 to solve one- and two-step word problems |
| Add and subtract within 20 | – Fluently add and subtract within 20 using mental strategies | |
| Work with equal groups of objects to gain foundations for multiplication | – Determine whether a group of objects (up to 20) has an odd or even number of members | |
| – Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns | ||
| Number and Operations in Base Ten | Understand place value | – Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones |
| – Count within 1000; skip-count by 5s, 10s, and 100s | ||
| – Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | ||
| – Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | ||
| Use place value understanding and properties of operations to add and subtract. | – Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | |
| – Add up to four two-digit numbers using strategies based on place value and properties of operations. | ||
| – 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 | ||
| – Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. | ||
| – Explain why addition and subtraction strategies work, using place value and the properties of operations | ||
| Measurement and Data | Measure and estimate lengths in standard units | – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| – Measure the length of an object twice, using length units of different lengths for the two measurements. | ||
| – Estimate lengths using units of inches, feet, centimeters, and meters. | ||
| – Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | ||
| Relate addition and subtraction to length | – Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units | |
| – 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. | ||
| Work with time and money | – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | |
| – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately | ||
| Represent and interpret data | – 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. | |
| – Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. | ||
| Geometry | Reason with shapes and their attributes | – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| – Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | ||
| – 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. |
This table provides an overview of the Common Core framework for Grade 2 math and the expected deliverables for each standard. Note that specific details and additional sub-points may vary depending on the curriculum and resources provided by each state or school district.
Last Updated: March 2023