Math

= [|Games for Math Concepts] = =[|Tenn. CC Math Lessons]= =Second Grade Math Unpacking from NC (This breaks down the standards and show examples)= = = = Second Grade Unit: Two- and Three-Digit Addition and Subtraction for Common Core: =

[|2ndGradeUnit_final.pdf]

[|arrow cards 0-9.pdf]

[|arrow cards 100-400.pdf]

[|arrow cards 500-900.pdf]

[|arrow cards 1000-4000.pdf]

[|arrow cards 5000-9000 (2).pdf]

Utah Resources for Common Core  Grade 2  [|Operations and Algebraic Thinking 1] [|Operations and Algebraic Thinking 2] [|Operations and Algebraic Thinking 3] [|Operations and Algebraic Thinking 4]  [|Number and Operations in Base Ten 1] [|Number and Operations in Base Ten 2] [|Number and Operations in Base Ten 3] [|Number and Operations in Base Ten 4] [|Number and Operations in Base Ten 5] [|Number and Operations in Base Ten 6] [|Number and Operations in Base Ten 7] [|Number and Operations in Base Ten 8] [|Number and Operations in Base Ten 9] [|Measurement & Data 1] [|Measurement & Data 2] [|Measurement & Data 3] [|Measurement & Data 4] [|Measurement & Data 5] [|Measurement & Data 6] [|Measurement & Data 7] [|Measurement & Data 8] [|Measurement & Data 9] [|Measurement & Data 10] [|Geometry 1] [|Geometry 2] [|Geometry 3] **Math Stars:** The purpose of **Math Stars ** is to challenge students beyond the classroom setting. Good problems can inspire curiosity about number relationships and geometric properties. [|Grade 2]  (516K)

**Superstars III:** The basic purpose of **Superstars III **is to provide the extra challenge that self-motivated students need in mathematics, and to do so in a structured, long-term program that does not impinge on the normal classroom routine or the time of the teacher.

Download Superstars III below.

[|Superstars-III-K-2.pdf]

Problem Solving Deck:
Deck A: Grades 1 & 2 [|Deck A Cover and Introduction] [|Deck A Cards:] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;"> Two problems per page. <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck A Student Sheets] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">: One problem per page with space for students to explain and show their work. **Math Review for 2012:** __ **[|KidsNumbers Addition]** __ __ **[|KidsNumbers Subtraction]** __ __ **[|K-5 Math Resources]** __ __**IXL:**__
 * 2.NO Number and Operations ||
 * * **2.1 The learner will read, write, model, and compute with whole numbers through 999.**
 * **2.1.01 Develop number sense for whole numbers through 999.**
 * **2.1.01.a Connect model, number word, and number using a variety of representations.**
 * [|Counting and number patterns: Number lines - up to 100 (Second grade - A.4)]
 * [|Counting and number patterns: Skip-counting stories (Second grade - A.9)]
 * [|Counting and number patterns: Skip-counting puzzles (Second grade - A.10)]
 * [|Counting and number patterns: Number lines - up to 1,000 (Second grade - A.11)]
 * [|Counting and number patterns: Counting patterns - up to 1,000 (Second grade - A.12)]
 * [|Names of numbers: Ordinal numbers up to 10th (Second grade - C.1)]
 * [|Names of numbers: Ordinal numbers up to 100th (Second grade - C.2)]
 * [|Names of numbers: Distinguishing ordinal and cardinal numbers (Second grade - C.5)]
 * **2.1.01.b Read and write numbers.**
 * [|Comparing and ordering: Greatest and least - word problems - up to 100 (Second grade - B.6)]
 * [|Comparing and ordering: Greatest and least - word problems - up to 1,000 (Second grade - B.7)]
 * [|Names of numbers: Writing numbers up to 100 in words (Second grade - C.3)]
 * [|Names of numbers: Writing numbers up to 1,000 in words (Second grade - C.4)]
 * **2.1.01.c Compare and order.**
 * [|Comparing and ordering: Comparing numbers up to 100 (Second grade - B.1)]
 * [|Comparing and ordering: Inequalities with addition and subtraction - up to 100 (Second grade - B.2)]
 * [|Comparing and ordering: Comparing numbers up to 1,000 (Second grade - B.3)]
 * [|Comparing and ordering: Put numbers up to 100 in order (Second grade - B.4)]
 * [|Comparing and ordering: Put numbers up to 1,000 in order (Second grade - B.5)]
 * **2.1.01.d Rename.**
 * [|Names of numbers: Roman numerals I, V, X, L (Second grade - C.6)]
 * **2.1.01.e Estimate.**
 * [|Estimation and rounding: Estimate to the nearest ten (Second grade - N.1)]
 * [|Estimation and rounding: Round to the nearest ten (Second grade - N.2)]
 * [|Estimation and rounding: Round to the nearest ten or hundred (Second grade - N.3)]
 * [|Estimation and rounding: Round to the nearest ten, hundred, or thousand (Second grade - N.4)]
 * **2.1.01.f Use a variety of models to build understanding of place value (ones, tens, hundreds).**
 * [|Counting and number patterns: Hundreds chart (Second grade - A.5)]
 * [|Place values: Place value models - tens and ones (Second grade - M.1)]
 * [|Place values: Place value models - up to hundreds (Second grade - M.2)]
 * [|Place values: Place value models - up to thousands (Second grade - M.3)]
 * [|Place values: Value of underlined digit - tens and ones (Second grade - M.4)]
 * [|Place values: Value of underlined digit - up to hundreds (Second grade - M.5)]
 * [|Place values: Value of underlined digit - up to thousands (Second grade - M.6)]
 * [|Place values: Regrouping tens and ones I (Second grade - M.7)]
 * [|Place values: Regrouping tens and ones II (Second grade - M.8)]
 * [|Place values: Convert to/from a number - tens and ones (Second grade - M.9)]
 * [|Place values: Convert to/from a number - up to hundreds (Second grade - M.10)]
 * [|Place values: Convert to/from a number - up to thousands (Second grade - M.11)]
 * [|Place values: Convert between place values - up to thousands (Second grade - M.12)]
 * [|Place values: Convert from expanded form - up to hundreds (Second grade - M.13)]
 * [|Place values: Convert from expanded form - up to thousands (Second grade - M.14)]
 * [|Place values: Identify the digit in the ones, tens, hundreds, or thousands place (Second grade - M.15)]
 * **2.1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts.**
 * **2.1.02.a Represent fractions (halves, thirds, fourths) concretely and symbolically.**
 * [|Fractions: Halves, thirds, and fourths (First grade - I.1)]
 * [|Fractions: Equal parts (First grade - I.2)]
 * [|Fractions: Simple fractions: what fraction does the shape show? (First grade - I.3)]
 * [|Fractions: Simple fractions: parts of a group (First grade - I.4)]
 * [|Fractions: Fractions - word problems (First grade - I.5)]
 * [|Fractions: Simple fractions: which shape matches the fraction? (First grade - I.7)]
 * [|Fractions: Identify the fraction (Second grade - U.2)]
 * **2.1.02.b Compare fractions (halves, thirds, fourths) using models.**
 * [|Fractions: Compare fractions (First grade - I.6)]
 * [|Fractions: Compare fractions (Second grade - U.6)]
 * [|Fractions: Order fractions (Second grade - U.7)]
 * **2.1.02.c Make different representations of the same fraction.**
 * [|Fractions: Which shape illustrates the fraction? (Second grade - U.3)]
 * **2.1.02.d Combine fractions to describe parts of a whole.**
 * **2.1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).**
 * [|Addition - one digit: Addition input/output tables - sums to 20 (Second grade - E.7)]
 * [|Addition - one digit: Balance addition equations - one digit (Second grade - E.12)]
 * [|Addition - one digit: Add three or more one-digit numbers - word problems (Second grade - E.14)]
 * [|Subtraction - one digit: Subtraction input/output tables - up to 18 (Second grade - F.7)]
 * [|Subtraction - one digit: Balance subtraction equations - up to 18 (Second grade - F.12)]
 * [|Addition - two digits: Addition input/output tables - up to two digits (Second grade - G.7)]
 * [|Addition - two digits: Balance addition equations - up to two digits (Second grade - G.12)]
 * [|Subtraction - two digits: Subtraction input/output tables - up to two digits (Second grade - H.7)]
 * [|Subtraction - two digits: Balance subtraction equations - up to two digits (Second grade - H.12)]
 * [|Addition - three digits: Addition input/output tables - up to three digits (Second grade - I.3)]
 * [|Addition - three digits: Balance addition equations - up to three digits (Second grade - I.7)]
 * [|Subtraction - three digits: Subtraction input/output tables - up to three digits (Second grade - J.3)]
 * [|Subtraction - three digits: Balance subtraction equations - up to three digits (Second grade - J.7)]
 * [|Mixed operations: Addition and subtraction - balance equations - up to 20 (Second grade - L.4)]
 * [|Mixed operations: Input/output tables - write the rule - up to 20 (Second grade - L.5)]
 * [|Mixed operations: Addition and subtraction - balance equations - up to 100 (Second grade - L.9)]
 * [|Mixed operations: Input/output tables - write the rule - up to 100 (Second grade - L.10)]
 * [|Fractions: Parts of a group (Second grade - U.4)]
 * [|Fractions: Fraction word problems (Second grade - U.5)]
 * **2.1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.**
 * **2.1.04.a Strategies for adding and subtracting numbers.**
 * [|Addition - one digit: Review - add one-digit numbers - sums to 10 (Second grade - E.1)]
 * [|Addition - one digit: Add one-digit numbers (Second grade - E.4)]
 * [|Addition - one digit: Addition with pictures - sums to 20 (Second grade - E.5)]
 * [|Addition - one digit: Add zero (Second grade - E.8)]
 * [|Addition - one digit: Add three or more one-digit numbers (Second grade - E.13)]
 * [|Subtraction - one digit: Review - subtract one-digit numbers - up to 10 (Second grade - F.1)]
 * [|Subtraction - one digit: Subtract a one-digit number from a two-digit number up to 18 (Second grade - F.4)]
 * [|Subtraction - one digit: Subtraction with pictures (Second grade - F.5)]
 * [|Subtraction - one digit: Subtract zero/all (Second grade - F.8)]
 * [|Addition - two digits: Add a two-digit and a one-digit number - without regrouping (Second grade - G.2)]
 * [|Addition - two digits: Add two two-digit numbers - without regrouping (Second grade - G.4)]
 * [|Addition - two digits: Add three or more numbers up to two digits each (Second grade - G.13)]
 * [|Subtraction - two digits: Subtract a one-digit number from a two-digit number - without regrouping (Second grade - H.2)]
 * [|Subtraction - two digits: Subtract two two-digit numbers - without regrouping (Second grade - H.4)]
 * [|Addition - three digits: Add multiples of 100 (Second grade - I.1)]
 * [|Addition - three digits: Add two three-digit numbers (Second grade - I.2)]
 * [|Subtraction - three digits: Subtract multiples of 100 (Second grade - J.1)]
 * [|Subtraction - three digits: Subtract three-digit numbers (Second grade - J.2)]
 * [|Properties: Related addition facts (Second grade - K.1)]
 * [|Properties: Related subtraction facts (Second grade - K.2)]
 * [|Properties: Solve inequalities using addition and subtraction shortcuts (Second grade - K.5)]
 * **2.1.04.b Estimation of sums and differences in appropriate situations.**
 * [|Estimation and rounding: Estimate sums (Second grade - N.5)]
 * **2.1.04.c Relationships between operations.**
 * [|Properties: Fact families (Second grade - K.3)]
 * **2.1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds.**
 * [|Addition - one digit: Review - ways to make a number - sums to 10 (Second grade - E.2)]
 * [|Addition - one digit: Addition word problems - one digit (Second grade - E.9)]
 * [|Addition - one digit: Complete the addition sentence - one digit (Second grade - E.10)]
 * [|Subtraction - one digit: Review - ways to subtract - up to 10 (Second grade - F.2)]
 * [|Subtraction - one digit: Subtraction word problems - up to 18 (Second grade - F.9)]
 * [|Subtraction - one digit: Complete the subtraction sentence - up to 18 (Second grade - F.10)]
 * [|Addition - two digits: Add multiples of 10 (Second grade - G.1)]
 * [|Addition - two digits: Ways to make a number using addition (Second grade - G.8)]
 * [|Addition - two digits: Addition word problems - up to two digits (Second grade - G.9)]
 * [|Addition - two digits: Complete the addition sentence - up to two digits (Second grade - G.10)]
 * [|Addition - two digits: Add three or more numbers up to two digits - word problems (Second grade - G.14)]
 * [|Subtraction - two digits: Subtract multiples of 10 (Second grade - H.1)]
 * [|Subtraction - two digits: Ways to make a number using subtraction (Second grade - H.8)]
 * [|Subtraction - two digits: Subtraction word problems - up to two digits (Second grade - H.9)]
 * [|Subtraction - two digits: Complete the subtraction sentence - up to two digits (Second grade - H.10)]
 * [|Addition - three digits: Addition word problems - up to three digits (Second grade - I.4)]
 * [|Addition - three digits: Complete the addition sentence - up to three digits (Second grade - I.5)]
 * [|Subtraction - three digits: Subtraction word problems - up to three digits (Second grade - J.4)]
 * [|Subtraction - three digits: Complete the subtraction sentence - up to three digits (Second grade - J.5)]
 * [|Mixed operations: Addition and subtraction - ways to make a number - up to 20 (Second grade - L.2)]
 * [|Mixed operations: Addition and subtraction - ways to make a number - up to 100 (Second grade - L.7)]
 * [|Logical reasoning: Guess the number (Second grade - O.1)]
 * **2.1.06 Define and recognize odd and even numbers.**
 * [|Counting and number patterns: Identifying even and odd numbers (First grade - A.12)]
 * [|Counting and number patterns: Which even or odd number comes before or after? (First grade - A.13)]
 * [|Counting and number patterns: Even or odd I (Second grade - A.6)]
 * [|Counting and number patterns: Even or odd II (Second grade - A.7)]
 * [|Counting and number patterns: Which even or odd number comes before or after? (Second grade - A.8)]
 * [|Numbers and comparing: Even and odd I (Third grade - A.4)]
 * [|Numbers and comparing: Even and odd II (Third grade - A.5)] ||
 * 2.MEA Measurement ||
 * * **2.2 The learner will recognize and use standard units of metric and customary measurement.**
 * **2.2.01 Estimate and measure using appropriate units.**
 * [|Measurement: Which customary unit of weight is appropriate? (Second grade - S.4)]
 * [|Measurement: Which customary unit of volume is appropriate? (Second grade - S.5)]
 * [|Measurement: Compare and convert customary units of volume (Second grade - S.6)]
 * [|Measurement: Compare and convert metric units of volume (Second grade - S.11)]
 * [|Measurement: Compare and convert metric units of weight (Second grade - S.12)]
 * **2.2.01.a Length (meters, centimeters, feet, inches, yards).**
 * [|Measurement: Which customary unit of length is appropriate? (Second grade - S.2)]
 * [|Measurement: Choose the appropriate measuring tool (Second grade - S.13)]
 * **2.2.01.b Temperature (Fahrenheit).**
 * [|Measurement: Read a thermometer (First grade - M.1)]
 * [|Measurement: Read a thermometer (Second grade - S.1)]
 * **2.2.02 Tell time at the five-minute intervals.**
 * [|Time: Reading clocks (Second grade - Q.2)]
 * [|Time: Time words: o'clock, half, quarter (Second grade - Q.3)]
 * [|Time: Match clocks and times (Second grade - Q.4)]
 * [|Time: Match analog and digital clocks (Second grade - Q.5)]
 * [|Time: A.M. and P.M. (Second grade - Q.7)]
 * [|Time: Compare clocks (Second grade - Q.8)]
 * [|Time: Elapsed time I (Second grade - Q.9)]
 * [|Time: Elapsed time II (Second grade - Q.10)]
 * [|Time: Choose the appropriate time units (Second grade - Q.11)]
 * [|Time: Relate time units (Second grade - Q.15)]
 * [|Time: Time patterns (Second grade - Q.16)] ||
 * 2.GEO Geometry ||
 * * **2.3 The learner will perform simple transformations.**
 * [|Geometry: Flip, turn, and slide (Second grade - T.6)]
 * [|Geometry: Reflection, rotation, and translation (Third grade - R.5)]
 * **2.3.01 Combine simple figures to create a given shape.**
 * **2.3.02 Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.**
 * **2.3.03 Identify and make:**
 * **2.3.03.a Symmetric figures.**
 * [|Geometry: Symmetry (First grade - J.11)]
 * [|Geometry: Symmetry (Second grade - T.4)]
 * **2.3.03.b Congruent figures.**
 * [|Geometry: Congruent (Second grade - T.5)] ||
 * 2.DAP Data Analysis and Probability ||
 * * **2.4 The learner will understand and use data and simple probability concepts.**
 * **2.4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2's, 5's, 10's).**
 * [|Data and graphs: Interpret pictographs (Second grade - R.6)]
 * [|Data and graphs: Interpret Venn diagrams (Second grade - R.10)]
 * [|Graphs: Venn diagrams (Third grade - P.12)]
 * **2.4.02 Conduct simple probability experiments; describe the results and make predictions.**
 * [|Probability and statistics: More, less, and equally likely (Second grade - V.1)]
 * [|Probability and statistics: Certain, probable, unlikely, and impossible (Second grade - V.2)] ||
 * 2.ALG Algebra ||
 * * **2.5 The learner will recognize and represent patterns and simple mathematical relationships.**
 * **2.5.01 Identify, describe, translate, and extend repeating and growing patterns.**
 * [|Patterns: Repeating patterns (Second grade - D.1)]
 * [|Patterns: Growing patterns (Second grade - D.2)]
 * [|Patterns: Describe patterns (Second grade - D.3)]
 * **2.5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities.**
 * [|Addition - one digit: Review - writing addition sentences - sums to 10 (Second grade - E.3)]
 * [|Addition - one digit: Write addition sentences to describe pictures - sums to 20 (Second grade - E.6)]
 * [|Addition - one digit: Write the addition sentence - one digit (Second grade - E.11)]
 * [|Subtraction - one digit: Review - writing subtraction sentences - up to 10 (Second grade - F.3)]
 * [|Subtraction - one digit: Write subtraction sentences to describe pictures - up to 18 (Second grade - F.6)]
 * [|Subtraction - one digit: Write the subtraction sentence - up to 18 (Second grade - F.11)]
 * [|Addition - two digits: Write addition sentences to describe pictures (Second grade - G.6)]
 * [|Addition - two digits: Write the addition sentence - up to two digits (Second grade - G.11)]
 * [|Subtraction - two digits: Write subtraction sentences to describe pictures - up to two digits (Second grade - H.6)]
 * [|Subtraction - two digits: Write the subtraction sentence - up to two digits (Second grade - H.11)]
 * [|Addition - three digits: Write the addition sentence - up to three digits (Second grade - I.6)]
 * [|Subtraction - three digits: Write the subtraction sentence - up to three digits (Second grade - J.6)]
 * [|Mixed operations: Which sign (+ or -) makes the number sentence true? (Second grade - L.11)]
 * [|Mixed operations: Write addition and subtraction sentences (Second grade - L.12)] ||

__**Math Common Core:**__ > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Word Problems (One Step)] > [|Word Problems (Two Step)] > > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Read Alouds **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">: (see task cards in right hand column) > - P.Bear's New Year's Party > - The Napping House > - Rooster's Off to See the World > - 1 Hunter >> <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Magic Star Puzzle] >> [|Magic Triangles] >> [|Magic Square] >> [|Nine Plus] >> [|Fact Family House] >> [|Doubles Plus One] >> [|Doubles Minus One] >> [|Eleven More] >> [|Four in a Row with Near Doubles Version 1] >> [|Four in a Row with Near Doubles Version 2] >> [|Number Relationship Mat] >> **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Read Alouds **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">: (see task cards in right hand column) >> - Two of Everything (doubles facts) >> [|Addition - one digit: Review - add one-digit numbers - sums to 10 (Second grade - E.1)] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Even Odd Pattern Block Grab] > [|Even Odd Grab] > [|Even Odd Song] > [|Read-Alouds focusing on odd and even numbers] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Making Arrays] > [|Making Different Sized Squares] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Representing 1, 2, and 3 Digit Numbers with Base 10 Blocks] > [|Order Up] > [|Base Ten Concentration (3 Digit)] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Skip Counting Cards] > [|Skip Counting by 2 Cards] > [|Skip Counting by 5 Cards] > [|Skip Counting by 10 Cards] > [|Count by Fives] > [|Count by Fives Gameboard] > [|Count by Tens] > [|Count by Tens Gameboard] > [|Counting Collections] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Number Word Concentration] > [|Representing Numbers in Four Ways] > [|Number Writing Barrier Game] > [|Roll 3 Digits] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Comparing 3 Digit Numbers] > [|Place Value Challenge (3 Digits)] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|2 Digit Addition Split] > [|2 Digit Subtraction Split] > [|Four in a Row with Near Doubles (Version 2)] > [|Four in a Row with Near Doubles (Version 3)] > [|Close to 100] > [|Keep on Doubling] > [|Number Wheel Spin] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Make 100] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Base Ten Pictures] > [|Base Ten Bag: Addition] > [|Base Ten Bag: Subtraction] > [|Base Ten Buildings] > [|3 Digit Addition Split] > [|3 Digit Subtraction Split] > [|Friendly Numbers: Subtraction] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|+10 Skip Counting Paths] > [|Add and Subtract 100 on the Number Line] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Measuring Strips] > [|Measuring Paths] > [|Path 1] > [|Path 2] > [|Path 3] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Measurement with Two Units] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Estimating Length] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Gummy Worm Stretch] > [|Are You A Square or a Rectangle?] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Linear Measurement Word Problems] > [|More Length Word Problems] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Time Barrier Game] > [|Time Barrier Game Grid] > [|One Hour Earlier, One Hour Later] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Coin Counting Cup] > [|Coin Barrier Game] > [|Make One Dollar] > [|Money Word Problems] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Measurement Line Plot] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Button Bar Graph] > [|Button Pictograph] > [|Collecting and Representing Data] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|My Polygon Riddle] > [|Comparing Polygons] > [|Comparing 3D Shapes] > [|Color Tile Shapes] > [|Skeletal Models] ***new!** > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Literature Link: **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> The Greedy Triangle (see right column for task card) > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Dividing a Rectangle into Equal Parts] > [|Making Rectangles] > **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: ** > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Geoboard Halves] ***new!** > [|Geoboard Fourths] ***new!** > [|Fraction Barrier Game] > [|Fraction Barrier Game Grid] > [|Equal Parts on the Geoboard]
 * __**2.OA Operations and Algebraic Thinking**__ ||
 * * **2 Represent and solve problems involving addition and subtraction.**
 * **2.OA.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.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Comparing and ordering: Comparing numbers up to 100 (Second grade - B.1)]
 * [|Addition - one digit: Review - writing addition sentences - sums to 10 (Second grade - E.3)]
 * [|Addition - one digit: Addition with pictures - sums to 20 (Second grade - E.5)]
 * [|Addition - one digit: Write addition sentences to describe pictures - sums to 20 (Second grade - E.6)]
 * [|Addition - one digit: Addition word problems - one digit (Second grade - E.9)]
 * [|Addition - one digit: Complete the addition sentence - one digit (Second grade - E.10)]
 * [|Addition - one digit: Write the addition sentence - one digit (Second grade - E.11)]
 * [|Addition - one digit: Balance addition equations - one digit (Second grade - E.12)]
 * [|Addition - one digit: Add three or more one-digit numbers (Second grade - E.13)]
 * [|Addition - one digit: Add three or more one-digit numbers - word problems (Second grade - E.14)]
 * [|Subtraction - one digit: Review - writing subtraction sentences - up to 10 (Second grade - F.3)]
 * [|Subtraction - one digit: Subtraction with pictures (Second grade - F.5)]
 * [|Subtraction - one digit: Write subtraction sentences to describe pictures - up to 18 (Second grade - F.6)]
 * [|Subtraction - one digit: Subtraction word problems - up to 18 (Second grade - F.9)]
 * [|Subtraction - one digit: Complete the subtraction sentence - up to 18 (Second grade - F.10)]
 * [|Subtraction - one digit: Write the subtraction sentence - up to 18 (Second grade - F.11)]
 * [|Subtraction - one digit: Balance subtraction equations - up to 18 (Second grade - F.12)]
 * [|Addition - two digits: Write addition sentences to describe pictures (Second grade - G.6)]
 * [|Addition - two digits: Addition word problems - up to two digits (Second grade - G.9)]
 * [|Addition - two digits: Complete the addition sentence - up to two digits (Second grade - G.10)]
 * [|Addition - two digits: Write the addition sentence - up to two digits (Second grade - G.11)]
 * [|Addition - two digits: Balance addition equations - up to two digits (Second grade - G.12)]
 * [|Addition - two digits: Add three or more numbers up to two digits - word problems (Second grade - G.14)]
 * [|Subtraction - two digits: Write subtraction sentences to describe pictures - up to two digits (Second grade - H.6)]
 * [|Subtraction - two digits: Subtraction word problems - up to two digits (Second grade - H.9)]
 * [|Subtraction - two digits: Complete the subtraction sentence - up to two digits (Second grade - H.10)]
 * [|Subtraction - two digits: Write the subtraction sentence - up to two digits (Second grade - H.11)]
 * [|Subtraction - two digits: Balance subtraction equations - up to two digits (Second grade - H.12)]
 * [|Mixed operations: Addition and subtraction word problems - up to 20 (Second grade - L.3)]
 * [|Mixed operations: Addition and subtraction - balance equations - up to 20 (Second grade - L.4)]
 * [|Mixed operations: Input/output tables - write the rule - up to 20 (Second grade - L.5)]
 * [|Mixed operations: Addition and subtraction word problems - up to 100 (Second grade - L.8)]
 * [|Mixed operations: Input/output tables - write the rule - up to 100 (Second grade - L.10)]
 * [|Mixed operations: Write addition and subtraction sentences (Second grade - L.12)]
 * [|Measurement: Customary units of length: word problems (Second grade - S.3)]
 * [|Measurement: Metric units of length: word problems (Second grade - S.8)]
 * **2 Add and subtract within 20.**
 * **2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Addition - one digit: Review - ways to make a number - sums to 10 (Second grade - E.2)]
 * [|Addition - one digit: Add one-digit numbers (Second grade - E.4)]
 * [|Addition - one digit: Addition input/output tables - sums to 20 (Second grade - E.7)]
 * [|Addition - one digit: Add zero (Second grade - E.8)]
 * [|Addition - one digit: Balance addition equations - one digit (Second grade - E.12)]
 * [|Subtraction - one digit: Review - subtract one-digit numbers - up to 10 (Second grade - F.1)]
 * [|Subtraction - one digit: Review - ways to subtract - up to 10 (Second grade - F.2)]
 * [|Subtraction - one digit: Subtract a one-digit number from a two-digit number up to 18 (Second grade - F.4)]
 * [|Subtraction - one digit: Subtraction input/output tables - up to 18 (Second grade - F.7)]
 * [|Subtraction - one digit: Subtract zero/all (Second grade - F.8)]
 * [|Subtraction - one digit: Balance subtraction equations - up to 18 (Second grade - F.12)]
 * [|Mixed operations: Add and subtract numbers up to 20 (Second grade - L.1)]
 * [|Mixed operations: Addition and subtraction - ways to make a number - up to 20 (Second grade - L.2)]
 * [|Mixed operations: Addition and subtraction - balance equations - up to 20 (Second grade - L.4)]
 * **2 Work with equal groups of objects to gain foundations for multiplication.**
 * **2.OA.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.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Counting and number patterns: Even or odd I (Second grade - A.6)]
 * [|Counting and number patterns: Even or odd II (Second grade - A.7)]
 * **2.OA.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.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Multiplication: Multiplication sentences (Second grade - W.1)] ||
 * __**2.NBT Number and Operations in Base Ten**__ ||
 * * **2 Understand place value.**
 * **2.NBT.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:**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Place values: Place value models - tens and ones (Second grade - M.1)]
 * [|Place values: Place value models - up to hundreds (Second grade - M.2)]
 * [|Place values: Value of underlined digit - tens and ones (Second grade - M.4)]
 * [|Place values: Convert to/from a number - tens and ones (Second grade - M.9)]
 * **2.NBT.1.a 100 can be thought of as a bundle of ten tens - called a "hundred."**
 * [|Counting and number patterns: Hundreds chart (Second grade - A.5)]
 * [|Place values: Convert between place values - up to thousands (Second grade - M.12)]
 * **2.NBT.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).**
 * [|Place values: Value of underlined digit - up to hundreds (Second grade - M.5)]
 * [|Place values: Convert to/from a number - up to hundreds (Second grade - M.10)]
 * **2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Counting and number patterns: Skip-counting (Second grade - A.1)]
 * [|Counting and number patterns: Skip-counting sequences (Second grade - A.2)]
 * [|Counting and number patterns: Counting patterns - up to 100 (Second grade - A.3)]
 * [|Counting and number patterns: Counting patterns - up to 1,000 (Second grade - A.12)]
 * **2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Names of numbers: Writing numbers up to 100 in words (Second grade - C.3)]
 * [|Names of numbers: Writing numbers up to 1,000 in words (Second grade - C.4)]
 * [|Place values: Convert from expanded form - up to hundreds (Second grade - M.13)]
 * **2.NBT.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.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Comparing and ordering: Comparing numbers up to 1,000 (Second grade - B.3)]
 * [|Comparing and ordering: Put numbers up to 100 in order (Second grade - B.4)]
 * [|Comparing and ordering: Put numbers up to 1,000 in order (Second grade - B.5)]
 * [|Comparing and ordering: Greatest and least - word problems - up to 100 (Second grade - B.6)]
 * [|Comparing and ordering: Greatest and least - word problems - up to 1,000 (Second grade - B.7)]
 * **2 Use place value understanding and properties of operations to add and subtract.**
 * **2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Addition - two digits: Add a two-digit and a one-digit number - without regrouping (Second grade - G.2)]
 * [|Addition - two digits: Add a two-digit and a one-digit number - with regrouping (Second grade - G.3)]
 * [|Addition - two digits: Add two two-digit numbers - without regrouping (Second grade - G.4)]
 * [|Addition - two digits: Add two two-digit numbers - with regrouping (Second grade - G.5)]
 * [|Addition - two digits: Addition input/output tables - up to two digits (Second grade - G.7)]
 * [|Addition - two digits: Ways to make a number using addition (Second grade - G.8)]
 * [|Addition - two digits: Balance addition equations - up to two digits (Second grade - G.12)]
 * [|Subtraction - two digits: Subtract a one-digit number from a two-digit number - without regrouping (Second grade - H.2)]
 * [|Subtraction - two digits: Subtract a one-digit number from a two-digit number - with regrouping (Second grade - H.3)]
 * [|Subtraction - two digits: Subtract two two-digit numbers - without regrouping (Second grade - H.4)]
 * [|Subtraction - two digits: Subtract two two-digit numbers - with regrouping (Second grade - H.5)]
 * [|Subtraction - two digits: Subtraction input/output tables - up to two digits (Second grade - H.7)]
 * [|Subtraction - two digits: Ways to make a number using subtraction (Second grade - H.8)]
 * [|Subtraction - two digits: Balance subtraction equations - up to two digits (Second grade - H.12)]
 * [|Mixed operations: Add and subtract numbers up to 100 (Second grade - L.6)]
 * [|Mixed operations: Addition and subtraction - ways to make a number - up to 100 (Second grade - L.7)]
 * [|Mixed operations: Addition and subtraction - balance equations - up to 100 (Second grade - L.9)]
 * [|Mixed operations: Which sign (+ or -) makes the number sentence true? (Second grade - L.11)]
 * **2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Addition - two digits: Add three or more numbers up to two digits each (Second grade - G.13)]
 * **2.NBT.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.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Addition - three digits: Add two three-digit numbers (Second grade - I.2)]
 * [|Addition - three digits: Addition input/output tables - up to three digits (Second grade - I.3)]
 * [|Addition - three digits: Addition word problems - up to three digits (Second grade - I.4)]
 * [|Addition - three digits: Complete the addition sentence - up to three digits (Second grade - I.5)]
 * [|Addition - three digits: Write the addition sentence - up to three digits (Second grade - I.6)]
 * [|Addition - three digits: Balance addition equations - up to three digits (Second grade - I.7)]
 * [|Subtraction - three digits: Subtract three-digit numbers (Second grade - J.2)]
 * [|Subtraction - three digits: Subtraction input/output tables - up to three digits (Second grade - J.3)]
 * [|Subtraction - three digits: Subtraction word problems - up to three digits (Second grade - J.4)]
 * [|Subtraction - three digits: Complete the subtraction sentence - up to three digits (Second grade - J.5)]
 * [|Subtraction - three digits: Write the subtraction sentence - up to three digits (Second grade - J.6)]
 * [|Subtraction - three digits: Balance subtraction equations - up to three digits (Second grade - J.7)]
 * [|Place values: Regrouping tens and ones I (Second grade - M.7)]
 * [|Place values: Regrouping tens and ones II (Second grade - M.8)]
 * **2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Addition - two digits: Add multiples of 10 (Second grade - G.1)]
 * [|Subtraction - two digits: Subtract multiples of 10 (Second grade - H.1)]
 * [|Addition - three digits: Add multiples of 100 (Second grade - I.1)]
 * [|Subtraction - three digits: Subtract multiples of 100 (Second grade - J.1)]
 * **2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.**
 * [|Properties: Related addition facts (Second grade - K.1)]
 * [|Properties: Related subtraction facts (Second grade - K.2)]
 * [|Properties: Fact families (Second grade - K.3)]
 * [|Properties: Solve inequalities using addition and subtraction shortcuts (Second grade - K.5)] ||
 * __**2.MD Measurement and Data**__ ||
 * * **2 Measure and estimate lengths in standard units.**
 * **2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.**
 * **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Possible Activities: **
 * [|Measurement: Choose the appropriate measuring tool (Second grade - S.13)]
 * **2.MD.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.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Measurement: Which customary unit of length is appropriate? (Second grade - S.2)]
 * [|Measurement: Which metric unit of length is appropriate? (Second grade - S.7)]
 * **2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Measurement: Which customary unit of length is appropriate? (Second grade - S.2)]
 * [|Measurement: Which metric unit of length is appropriate? (Second grade - S.7)]
 * **2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * **2 Relate addition and subtraction to length.**
 * **2.MD.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.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Measurement: Customary units of length: word problems (Second grade - S.3)]
 * [|Measurement: Metric units of length: word problems (Second grade - S.8)]
 * **2.MD.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.**
 * [|Counting and number patterns: Number lines - up to 100 (Second grade - A.4)]
 * **2 Work with time and money.**
 * **2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Time: Reading clocks (Second grade - Q.2)]
 * [|Time: Match clocks and times (Second grade - Q.4)]
 * [|Time: Match analog and digital clocks (Second grade - Q.5)]
 * [|Time: A.M. and P.M. (Second grade - Q.7)]
 * [|Time: Compare clocks (Second grade - Q.8)]
 * [|Time: Time patterns (Second grade - Q.16)]
 * **2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.**
 * [|Money: Identify names and values of common coins (Second grade - P.1)]
 * [|Money: Identify names and values of all coins (Second grade - P.2)]
 * [|Money: Count money - up to $1 (Second grade - P.3)]
 * [|Money: Count money - up to $5 (Second grade - P.4)]
 * [|Money: Equivalent amounts of money - up to $1 (Second grade - P.5)]
 * [|Money: Equivalent coins I (Second grade - P.6)]
 * [|Money: Equivalent coins II (Second grade - P.7)]
 * [|Money: Add and subtract money - up to $1 (Second grade - P.8)]
 * [|Money: Add and subtract money - word problems - up to $1 (Second grade - P.9)]
 * [|Money: Which picture shows more - up to $5 (Second grade - P.10)]
 * [|Money: Least number of coins (Second grade - P.11)]
 * [|Money: Purchases - do you have enough money - up to $1 (Second grade - P.12)]
 * [|Money: Purchases - do you have enough money - up to $5 (Second grade - P.13)]
 * [|Money: How much more to make a dollar? (Second grade - P.14)]
 * [|Money: Making change (Second grade - P.15)]
 * **2 Represent and interpret data.**
 * **2.MD.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.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Data and graphs: Interpret line plots (Second grade - R.4)]
 * [|Data and graphs: Create line plots (Second grade - R.5)]
 * **2.MD.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 problems using information presented in a bar graph.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Data and graphs: Interpret bar graphs (Second grade - R.2)]
 * [|Data and graphs: Which bar graph is correct? (Second grade - R.3)]
 * [|Data and graphs: Interpret pictographs (Second grade - R.6)]
 * [|Data and graphs: Create pictographs (Second grade - R.7)]
 * [|Graphs: Create bar graphs (Third grade - P.5)] ||
 * __**2.G Geometry**__ ||
 * * **2 Reason with shapes and their attributes.**
 * **2.G.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.**
 * [|Geometry: Identify planar and solid shapes (Second grade - T.1)]
 * [|Geometry: Compare sides, vertices, edges, and faces (Second grade - T.2)]
 * [|Geometry: Count sides, vertices, edges, and faces (Second grade - T.3)]
 * **2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Geometry: Area (Second grade - T.9)]
 * **2.G.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.**
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">.
 * [|Fractions: Halves, thirds, and fourths (Second grade - U.1)]
 * [|Fractions: Identify the fraction (Second grade - U.2)] ||