Note: The specification of each standard is followed by links to lessons on AAAMath.com/AAAKnow.com that may be relevant to that standard.
Grade 2 Common Core State Standards
Grade 2 » Operations & Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.2.OA.A.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.
Add and subtract within 20.
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 onedigit numbers.
Work with equal groups of objects to gain foundations for multiplication.
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.
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.
Grade 2 » Number & Operations in Base Ten
Understand place value.
CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a threedigit 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."
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).
CCSS.Math.Content.2.NBT.A.2
Count within 1000; skipcount by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using baseten numerals, number names, and
expanded form.
CCSS.Math.Content.2.NBT.A.4
Compare two threedigit 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.
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.
CCSS.Math.Content.2.NBT.B.6
Add up to four twodigit numbers using strategies based on place value and
properties of operations.
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 threedigit 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.
CCSS.Math.Content.2.NBT.B.8
Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or
100 from a given number 100900.
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the
properties of operations.
Grade 2 » Measurement & Data
Measure and estimate lengths in standard units.
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.
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.
CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and 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.
Relate addition and subtraction to length.
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.
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 wholenumber
sums and differences within 100 on a number line diagram.
Work with time and money.
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.
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?
Represent and interpret data.
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
wholenumber units.
CCSS.Math.Content.2.MD.D.10
Draw a picture graph and a bar graph (with singleunit scale) to represent a data
set with up to four categories. Solve simple puttogether, takeapart, and compare
problems1 using information presented in a bar graph.
Grade 2 » Geometry
Reason with shapes and their attributes.
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.1 Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
CCSS.Math.Content.2.G.A.2
Partition a rectangle into rows and columns of samesize 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.
Portions © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Portions © John Banfill 2014

