IXL Skill Plan | Iowa Academic Standards for Mathematics (adopted in 2024): Grade 2

Iowa Academic Standards for Mathematics (adopted in 2024): Grade 2

Skills available for Iowa Grade 2 math standards

Domain

Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry

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2.OA	Operations and Algebraic Thinking
2.OA.A Represent and solve problems involving addition and subtraction.
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving the problem types listed below, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.		One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 3. Addition word problems - three one-digit numbers 4. Addition word problems - four or more one-digit numbers One-digit subtraction 5. Subtraction word problems - up to 20 6. Subtraction sentences for word problems - up to 20 Two-digit addition 7. Addition word problems - up to two digits 8. Write the addition sentence - up to two digits 9. Addition word problems - three numbers up to two digits each 10. Addition word problems - four numbers up to two digits each Two-digit subtraction 11. Subtraction word problems - up to two digits 12. Write the subtraction sentence - up to two digits Mixed operations 13. Comparison word problems - up to 20 14. Use models to solve addition and subtraction word problems - up to 20 15. Addition and subtraction word problems - up to 20 16. Write number sentences for word problems - up to 20 17. Match word problems to addition and subtraction sentences - up to 20 18. Two-step addition and subtraction word problems - up to 20 19. Solve word problems using guess-and-check - up to 20 20. Use models to solve addition and subtraction word problems - up to 100 21. Addition and subtraction word problems - up to 100 22. Match addition and subtraction word problems to equations - up to 100 23. Two-step addition and subtraction word problems - up to 100
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving the problem types listed below, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 3. Addition word problems - three one-digit numbers 4. Addition word problems - four or more one-digit numbers One-digit subtraction 5. Subtraction word problems - up to 20 6. Subtraction sentences for word problems - up to 20 Two-digit addition 7. Addition word problems - up to two digits 8. Write the addition sentence - up to two digits 9. Addition word problems - three numbers up to two digits each 10. Addition word problems - four numbers up to two digits each Two-digit subtraction 11. Subtraction word problems - up to two digits 12. Write the subtraction sentence - up to two digits Mixed operations 13. Comparison word problems - up to 20 14. Use models to solve addition and subtraction word problems - up to 20 15. Addition and subtraction word problems - up to 20 16. Write number sentences for word problems - up to 20 17. Match word problems to addition and subtraction sentences - up to 20 18. Two-step addition and subtraction word problems - up to 20 19. Solve word problems using guess-and-check - up to 20 20. Use models to solve addition and subtraction word problems - up to 100 21. Addition and subtraction word problems - up to 100 22. Match addition and subtraction word problems to equations - up to 100 23. Two-step addition and subtraction word problems - up to 100
2.OA.B Add and subtract within 20.
2.OA.B.2 Fluently add and subtract within 20 using efficient mental strategies listed below.		Addition up to 10 1. Add one-digit numbers - sums to 10 2. Ways to make a number using addition - sums to 10 Subtraction up to 10 3. Subtract one-digit numbers - up to 10 4. Ways to make a number using subtraction - up to 10 Addition up to 20 5. Add doubles 6. Add doubles - complete the sentence 7. Add near doubles 8. Add by counting on - sums to 20 9. Make ten to add 10. Add zero 11. Add one-digit numbers - sums to 20 12. Sort addition facts - sums to 20 13. Complete the addition sentence - sums to 20 14. Which addition sentence is true? - sums to 20 15. Add three one-digit numbers 16. Add in any order Subtraction up to 20 17. Subtract doubles 18. Subtract by counting back - up to 20 19. Use ten to subtract 20. Subtract by counting on - up to 20 21. Count on and use ten to subtract - up to 20 22. Subtract zero or all 23. Subtract a one-digit number from a two-digit number up to 20 24. Complete the subtraction sentence - up to 20 25. Which subtraction sentence is true? - up to 20 Mixed operations 26. Addition and subtraction - up to 20 27. Ways to make a number using addition and subtraction - up to 20 28. Which addition or subtraction sentence is true? - up to 20
2.OA.B.2 Fluently add and subtract within 20 using efficient mental strategies listed below.
Addition up to 10 1. Add one-digit numbers - sums to 10 2. Ways to make a number using addition - sums to 10 Subtraction up to 10 3. Subtract one-digit numbers - up to 10 4. Ways to make a number using subtraction - up to 10 Addition up to 20 5. Add doubles 6. Add doubles - complete the sentence 7. Add near doubles 8. Add by counting on - sums to 20 9. Make ten to add 10. Add zero 11. Add one-digit numbers - sums to 20 12. Sort addition facts - sums to 20 13. Complete the addition sentence - sums to 20 14. Which addition sentence is true? - sums to 20 15. Add three one-digit numbers 16. Add in any order Subtraction up to 20 17. Subtract doubles 18. Subtract by counting back - up to 20 19. Use ten to subtract 20. Subtract by counting on - up to 20 21. Count on and use ten to subtract - up to 20 22. Subtract zero or all 23. Subtract a one-digit number from a two-digit number up to 20 24. Complete the subtraction sentence - up to 20 25. Which subtraction sentence is true? - up to 20 Mixed operations 26. Addition and subtraction - up to 20 27. Ways to make a number using addition and subtraction - up to 20 28. Which addition or subtraction sentence is true? - up to 20
2.OA.C Work with equal groups of objects to gain foundations for multiplication.
2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends.		1. Even or odd number of shapes - up to 20 2. Identify even and odd numbers - up to 20 3. Addition sentences for even and odd numbers 4. Add doubles - complete the sentence
2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends.
1. Even or odd number of shapes - up to 20 2. Identify even and odd numbers - up to 20 3. Addition sentences for even and odd numbers 4. Add doubles - complete the sentence

2.OA.C.4 Use repeated addition to find the total number of objects arranged in equal groups and rectangular arrays; write an equation to express the total as a sum of equal addends.		Addition up to 10 1. Identify repeated addition for arrays - sums to 10 2. Write addition sentences for arrays - sums to 10 Addition up to 25 3. Identify repeated addition for equal groups - sums to 25 4. Write addition sentences for equal groups - sums to 25 5. Identify repeated addition for arrays - sums to 25 6. Write addition sentences for arrays - sums to 25 7. Solve word problems using repeated addition - sums to 25 8. Write stories involving repeated addition - sums to 25
2.OA.C.4 Use repeated addition to find the total number of objects arranged in equal groups and rectangular arrays; write an equation to express the total as a sum of equal addends.
Addition up to 10 1. Identify repeated addition for arrays - sums to 10 2. Write addition sentences for arrays - sums to 10 Addition up to 25 3. Identify repeated addition for equal groups - sums to 25 4. Write addition sentences for equal groups - sums to 25 5. Identify repeated addition for arrays - sums to 25 6. Write addition sentences for arrays - sums to 25 7. Solve word problems using repeated addition - sums to 25 8. Write stories involving repeated addition - sums to 25

2.NBT	Number and Operations in Base Ten
2.NBT.A Understand place value.
2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases.		1. Place value models - up to hundreds 2. Identify a digit up to the hundreds place 3. Value of a digit - up to hundreds 4. Convert to/from a number - up to hundreds 5. Convert between place values - ones, tens, and hundreds
2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases.
1. Place value models - up to hundreds 2. Identify a digit up to the hundreds place 3. Value of a digit - up to hundreds 4. Convert to/from a number - up to hundreds 5. Convert between place values - ones, tens, and hundreds
2.NBT.A.1.a: 100 can be thought of as a bundle of ten tens — called a "hundred."
2.NBT.A.1.a: 100 can be thought of as a bundle of ten tens — called a "hundred."

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 zero tens and zero ones).		1. Convert between place values - ones and hundreds
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 zero tens and zero ones).
1. Convert between place values - ones and hundreds

2.NBT.A.2 Count forward and backward within 1,000; skip-count forward and backward by 5s, 10s, and 100s.		Count forward 1. Count forward - up to 1,000 2. Count forward by tens - up to 1,000 3. Count forward by fives, tens, and hundreds Count forward and backward 4. Count forward and backward by fives and tens 5. Count forward and backward by fives, tens, and hundreds Skip-count sets of objects 6. Skip-count by fives 7. Skip-count by tens 8. Skip-count by fives and tens
2.NBT.A.2 Count forward and backward within 1,000; skip-count forward and backward by 5s, 10s, and 100s.
Count forward 1. Count forward - up to 1,000 2. Count forward by tens - up to 1,000 3. Count forward by fives, tens, and hundreds Count forward and backward 4. Count forward and backward by fives and tens 5. Count forward and backward by fives, tens, and hundreds Skip-count sets of objects 6. Skip-count by fives 7. Skip-count by tens 8. Skip-count by fives and tens

2.NBT.A.3 Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.		Base-ten numerals 1. Writing numbers up to 100 in words - convert words to digits 2. Writing numbers up to 1,000 in words - convert words to digits Number names 3. Spell word names for numbers up to 20 4. Writing numbers up to 100 in words - convert digits to words 5. Writing numbers up to 1,000 in words - convert digits to words 6. Writing numbers up to 1,000 in words Expanded form 7. Convert from expanded form - up to hundreds 8. Convert between standard and expanded form
2.NBT.A.3 Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.
Base-ten numerals 1. Writing numbers up to 100 in words - convert words to digits 2. Writing numbers up to 1,000 in words - convert words to digits Number names 3. Spell word names for numbers up to 20 4. Writing numbers up to 100 in words - convert digits to words 5. Writing numbers up to 1,000 in words - convert digits to words 6. Writing numbers up to 1,000 in words Expanded form 7. Convert from expanded form - up to hundreds 8. Convert between standard and expanded form

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using terms "greater than", "less than", and "equal to", connecting to the use of >, =, and < symbols.		1. Comparing numbers up to 1,000
2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using terms "greater than", "less than", and "equal to", connecting to the use of >, =, and < symbols.
1. Comparing numbers up to 1,000
2.NBT.B Use place value understanding and properties of operations to add and subtract.
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.		Addition strategies 1. Break apart a one-digit number to add 2. Use models to add a two-digit and a one-digit number - without regrouping 3. Use models to add a two-digit and a one-digit number - with regrouping 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add on a number line - up to two digits 6. Use compensation to add - up to two digits 7. Use models to add two-digit numbers - without regrouping 8. Use models to add two-digit numbers - with regrouping 9. Use place value to add two-digit numbers - without regrouping 10. Use place value to add two-digit numbers - with regrouping Addition 11. Add a two-digit and a one-digit number - without regrouping 12. Add a two-digit and a one-digit number - with regrouping 13. Add a multiple of 10 to a two-digit number 14. Add two-digit numbers without regrouping - sums to 100 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers vertically - sums to 100 18. Ways to make a number using addition Subtraction strategies 19. Break apart a one-digit number to subtract 20. Use models to subtract a one-digit number from a two-digit number - without regrouping 21. Use models to subtract a one-digit number from a two-digit number - with regrouping 22. Break apart a two-digit number to subtract 23. Use compensation to subtract on a number line - up to two digits 24. Use compensation to subtract - up to two digits 25. Use models to subtract two-digit numbers - without regrouping 26. Use models to subtract two-digit numbers - with regrouping 27. Use place value to subtract two-digit numbers - without regrouping 28. Use place value to subtract two-digit numbers - with regrouping Subtraction 29. Subtract a one-digit number from a two-digit number - without regrouping 30. Subtract a one-digit number from a two-digit number - with regrouping 31. Subtract a one-digit number from a two-digit number 32. Subtract a multiple of 10 from a two-digit number 33. Subtract two-digit numbers - without regrouping 34. Subtract two-digit numbers - with regrouping 35. Subtract two-digit numbers 36. Subtract two-digit numbers vertically 37. Ways to make a number using subtraction Relationship between addition and subtraction 38. Complete the addition sentence - up to two digits 39. Complete the subtraction sentence - up to two digits 40. Relate addition and subtraction sentences - up to two digits 41. Complete the addition or subtraction sentence - up to 100 Mixed operations 42. Add and subtract numbers - up to 100 43. Which sign (+ or -) makes the number sentence true? - up to 100 44. Ways to make a number using addition and subtraction - up to 100 45. Which addition or subtraction equation is true? - up to 100
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.
Addition strategies 1. Break apart a one-digit number to add 2. Use models to add a two-digit and a one-digit number - without regrouping 3. Use models to add a two-digit and a one-digit number - with regrouping 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add on a number line - up to two digits 6. Use compensation to add - up to two digits 7. Use models to add two-digit numbers - without regrouping 8. Use models to add two-digit numbers - with regrouping 9. Use place value to add two-digit numbers - without regrouping 10. Use place value to add two-digit numbers - with regrouping Addition 11. Add a two-digit and a one-digit number - without regrouping 12. Add a two-digit and a one-digit number - with regrouping 13. Add a multiple of 10 to a two-digit number 14. Add two-digit numbers without regrouping - sums to 100 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers vertically - sums to 100 18. Ways to make a number using addition Subtraction strategies 19. Break apart a one-digit number to subtract 20. Use models to subtract a one-digit number from a two-digit number - without regrouping 21. Use models to subtract a one-digit number from a two-digit number - with regrouping 22. Break apart a two-digit number to subtract 23. Use compensation to subtract on a number line - up to two digits 24. Use compensation to subtract - up to two digits 25. Use models to subtract two-digit numbers - without regrouping 26. Use models to subtract two-digit numbers - with regrouping 27. Use place value to subtract two-digit numbers - without regrouping 28. Use place value to subtract two-digit numbers - with regrouping Subtraction 29. Subtract a one-digit number from a two-digit number - without regrouping 30. Subtract a one-digit number from a two-digit number - with regrouping 31. Subtract a one-digit number from a two-digit number 32. Subtract a multiple of 10 from a two-digit number 33. Subtract two-digit numbers - without regrouping 34. Subtract two-digit numbers - with regrouping 35. Subtract two-digit numbers 36. Subtract two-digit numbers vertically 37. Ways to make a number using subtraction Relationship between addition and subtraction 38. Complete the addition sentence - up to two digits 39. Complete the subtraction sentence - up to two digits 40. Relate addition and subtraction sentences - up to two digits 41. Complete the addition or subtraction sentence - up to 100 Mixed operations 42. Add and subtract numbers - up to 100 43. Which sign (+ or -) makes the number sentence true? - up to 100 44. Ways to make a number using addition and subtraction - up to 100 45. Which addition or subtraction equation is true? - up to 100

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.		1. Add three numbers up to two digits each 2. Add four numbers up to two digits each 3. Add three or four numbers vertically - up to two digits each
2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
1. Add three numbers up to two digits each 2. Add four numbers up to two digits each 3. Add three or four numbers vertically - up to two digits each

2.NBT.B.7 Add and subtract within 1,000, 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.		Regroup hundreds, tens, and ones 1. Regroup tens and ones - ways to make a number 2. Regroup tens and ones 3. Regroup hundreds, tens, and ones - ways to make a number Addition 4. Add two-digit numbers - sums to 200 5. Add two-digit numbers vertically - sums to 200 6. Use number lines to add three-digit numbers 7. Break apart a three-digit number to add 8. Use compensation to add - up to three digits 9. Use models to add three-digit numbers - without regrouping 10. Use models to add three-digit numbers - with regrouping 11. Use expanded form to add three-digit numbers - without regrouping 12. Use expanded form to add three-digit numbers - with regrouping 13. Use expanded form to add three-digit numbers 14. Add a multiple of 100 to a three-digit number 15. Add a multiple of 10 or 100 to a three-digit number 16. Addition with three-digit numbers - without regrouping 17. Addition with three-digit numbers - with regrouping 18. Addition with three-digit numbers Subtraction 19. Use number lines to subtract three-digit numbers 20. Break apart a three-digit number to subtract 21. Use compensation to subtract - up to three digits 22. Use models to subtract from three-digit numbers - without regrouping 23. Use models to subtract from three-digit numbers - with regrouping 24. Use expanded form to subtract three-digit numbers - without regrouping 25. Use expanded form to subtract three-digit numbers - with regrouping 26. Use expanded form to subtract three-digit numbers 27. Subtract a multiple of 100 from a three-digit number 28. Subtract a multiple of 10 or 100 from a three-digit number 29. Subtract across zeros 30. Subtract from three-digit numbers - without regrouping 31. Subtract from three-digit numbers - with regrouping 32. Subtract from three-digit numbers 33. Subtract from three-digit numbers vertically 34. Subtraction word problems - up to three digits Relationship between addition and subtraction 35. Complete the addition sentence - up to three digits 36. Complete the subtraction sentence - up to three digits Mixed operations 37. Break apart a three-digit number to add or subtract 38. Use compensation to add or subtract - up to 1,000 39. Add and subtract numbers up to 1,000 40. Add and subtract with three-digit numbers vertically 41. Addition and subtraction word problems - up to 1,000
2.NBT.B.7 Add and subtract within 1,000, 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.
Regroup hundreds, tens, and ones 1. Regroup tens and ones - ways to make a number 2. Regroup tens and ones 3. Regroup hundreds, tens, and ones - ways to make a number Addition 4. Add two-digit numbers - sums to 200 5. Add two-digit numbers vertically - sums to 200 6. Use number lines to add three-digit numbers 7. Break apart a three-digit number to add 8. Use compensation to add - up to three digits 9. Use models to add three-digit numbers - without regrouping 10. Use models to add three-digit numbers - with regrouping 11. Use expanded form to add three-digit numbers - without regrouping 12. Use expanded form to add three-digit numbers - with regrouping 13. Use expanded form to add three-digit numbers 14. Add a multiple of 100 to a three-digit number 15. Add a multiple of 10 or 100 to a three-digit number 16. Addition with three-digit numbers - without regrouping 17. Addition with three-digit numbers - with regrouping 18. Addition with three-digit numbers Subtraction 19. Use number lines to subtract three-digit numbers 20. Break apart a three-digit number to subtract 21. Use compensation to subtract - up to three digits 22. Use models to subtract from three-digit numbers - without regrouping 23. Use models to subtract from three-digit numbers - with regrouping 24. Use expanded form to subtract three-digit numbers - without regrouping 25. Use expanded form to subtract three-digit numbers - with regrouping 26. Use expanded form to subtract three-digit numbers 27. Subtract a multiple of 100 from a three-digit number 28. Subtract a multiple of 10 or 100 from a three-digit number 29. Subtract across zeros 30. Subtract from three-digit numbers - without regrouping 31. Subtract from three-digit numbers - with regrouping 32. Subtract from three-digit numbers 33. Subtract from three-digit numbers vertically 34. Subtraction word problems - up to three digits Relationship between addition and subtraction 35. Complete the addition sentence - up to three digits 36. Complete the subtraction sentence - up to three digits Mixed operations 37. Break apart a three-digit number to add or subtract 38. Use compensation to add or subtract - up to 1,000 39. Add and subtract numbers up to 1,000 40. Add and subtract with three-digit numbers vertically 41. Addition and subtraction word problems - up to 1,000

2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.		1. Add 10 or 100 to a three-digit number 2. Subtract 10 or 100 from a three-digit number
2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
1. Add 10 or 100 to a three-digit number 2. Subtract 10 or 100 from a three-digit number

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.		1. Related addition facts 2. Related subtraction facts 3. Fact families 4. Fact families - up to 100
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.
1. Related addition facts 2. Related subtraction facts 3. Fact families 4. Fact families - up to 100

2.MD	Measurement and Data
2.MD.A Measure and estimate lengths in standard units.
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.		1. Measure using an inch ruler 2. Choose the best measuring tool: customary units of length 3. Measure using a centimeter ruler 4. Choose the best measuring tool: metric units of length
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.
1. Measure using an inch ruler 2. Choose the best measuring tool: customary units of length 3. Measure using a centimeter ruler 4. Choose the best measuring tool: metric units of length

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.		1. Measure with different customary units: inches, feet, and yards 2. Which customary unit of length is appropriate: inches, feet, or yards? 3. Measure with different metric units 4. Which metric unit of length is appropriate?
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.
1. Measure with different customary units: inches, feet, and yards 2. Which customary unit of length is appropriate: inches, feet, or yards? 3. Measure with different metric units 4. Which metric unit of length is appropriate?

2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.		1. Estimate lengths with inches and feet 2. Which customary unit of length is appropriate: inches or feet? 3. Estimate lengths with centimeters and meters 4. Which metric unit of length is appropriate?
2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
1. Estimate lengths with inches and feet 2. Which customary unit of length is appropriate: inches or feet? 3. Estimate lengths with centimeters and meters 4. Which metric unit of length is appropriate?

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.		1. Measure to compare length in inches 2. Measure to compare length in centimeters
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.
1. Measure to compare length in inches 2. Measure to compare length in centimeters
2.MD.B Relate addition and subtraction to length.
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.		1. Compare lengths: customary units 2. Customary units of length: word problems 3. Compare lengths: metric units 4. Metric units of length: word problems
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
1. Compare lengths: customary units 2. Customary units of length: word problems 3. Compare lengths: metric units 4. Metric units of length: word problems

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 whole-number sums and differences within 100 on a number line diagram.		1. Number lines - up to 100 2. Number lines - up to 1,000 3. Addition sentences using number lines - sums to 20 4. Subtraction sentences using number lines - up to 20 5. Addition and subtraction sentences using number lines - up to 20 6. Use number lines to add two-digit numbers 7. Use number lines to subtract two-digit numbers
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 whole-number sums and differences within 100 on a number line diagram.
1. Number lines - up to 100 2. Number lines - up to 1,000 3. Addition sentences using number lines - sums to 20 4. Subtraction sentences using number lines - up to 20 5. Addition and subtraction sentences using number lines - up to 20 6. Use number lines to add two-digit numbers 7. Use number lines to subtract two-digit numbers
2.MD.C Work with time and money.
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.		Match times 1. Match digital clocks and times 2. Match analog clocks and times 3. Match analog and digital clocks Write times 4. Read clocks and write times: hour and half hour 5. Read clocks and write times A.M. and P.M. 6. A.M. or P.M.
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Match times 1. Match digital clocks and times 2. Match analog clocks and times 3. Match analog and digital clocks Write times 4. Read clocks and write times: hour and half hour 5. Read clocks and write times A.M. and P.M. 6. A.M. or P.M.

2.MD.IA.C.1 Describe the relationship among standard units of time: minutes, hours, days, weeks, months and years (such as 7 days in a week, 60 minutes in an hour, etc.).		1. Relate time units
2.MD.IA.C.1 Describe the relationship among standard units of time: minutes, hours, days, weeks, months and years (such as 7 days in a week, 60 minutes in an hour, etc.).
1. Relate time units

2.MD.IA.C.2 Identify nickels, quarters and dollars and know their values.		1. Names and values of common coins 2. Write dollar amounts - pennies, nickels, and dimes only 3. Count quarters
2.MD.IA.C.2 Identify nickels, quarters and dollars and know their values.
1. Names and values of common coins 2. Write dollar amounts - pennies, nickels, and dimes only 3. Count quarters

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For this standard, it may be appropriate to record amounts using decimals but does not include adding and subtracting with decimals.		1. Do you have enough money? - up to $1 2. How much more to make a dollar?
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. For this standard, it may be appropriate to record amounts using decimals but does not include adding and subtracting with decimals.
1. Do you have enough money? - up to $1 2. How much more to make a dollar?
2.MD.D Represent and interpret data.
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 whole-number units.		1. Create line plots
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 whole-number units.
1. Create line plots

2.MD.IA.D.1 Use interviews, surveys, and observations to collect data that answer questions about students' interests and/or their environment.
2.MD.IA.D.1 Use interviews, surveys, and observations to collect data that answer questions about students' interests and/or their environment.


2.MD.D.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 problems: put-together, take-apart, and compare, using information presented in a bar graph.		Picture graphs 1. Create picture graphs 2. Interpret picture graphs Bar graphs 3. Create bar graphs 4. Interpret bar graphs II 5. Which bar graph is correct?
2.MD.D.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 problems: put-together, take-apart, and compare, using information presented in a bar graph.
Picture graphs 1. Create picture graphs 2. Interpret picture graphs Bar graphs 3. Create bar graphs 4. Interpret bar graphs II 5. Which bar graph is correct?

2.G	Geometry
2.G.A Reason with shapes and their attributes.
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. Identify two-dimensional shapes: triangles, quadrilaterals, rectangles, squares, trapezoids, pentagons, hexagons, circles, half-circles and quarter-circles, and three-dimensional figures: cubes, right rectangular prisms, right circular cones, and right circular cylinders. (Sizes are compared directly or visually, not compared by measuring.)		Two-dimensional shapes 1. Count sides and vertices 2. Identify quadrilaterals 3. Identify pentagons 4. Name polygons: up to 6 sides 5. Classify polygons: up to 6 sides 6. Sort two-dimensional shapes 7. Draw polygons 8. Compare sides and vertices Three-dimensional shapes 9. Cubes 10. Count vertices, edges, and faces 11. Compare vertices, edges, and faces 12. Identify faces of three-dimensional shapes 13. Identify shapes traced from solids 14. Sort three-dimensional shapes
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. Identify two-dimensional shapes: triangles, quadrilaterals, rectangles, squares, trapezoids, pentagons, hexagons, circles, half-circles and quarter-circles, and three-dimensional figures: cubes, right rectangular prisms, right circular cones, and right circular cylinders. (Sizes are compared directly or visually, not compared by measuring.)
Two-dimensional shapes 1. Count sides and vertices 2. Identify quadrilaterals 3. Identify pentagons 4. Name polygons: up to 6 sides 5. Classify polygons: up to 6 sides 6. Sort two-dimensional shapes 7. Draw polygons 8. Compare sides and vertices Three-dimensional shapes 9. Cubes 10. Count vertices, edges, and faces 11. Compare vertices, edges, and faces 12. Identify faces of three-dimensional shapes 13. Identify shapes traced from solids 14. Sort three-dimensional shapes

2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.		1. Tile a rectangle with squares 2. Count the number of squares in a rectangle 3. Area
2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.
1. Tile a rectangle with squares 2. Count the number of squares in a rectangle 3. Area

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.		Equal parts 1. Equal parts Halves 2. Identify halves 3. Make halves Thirds 4. Identify thirds 5. Make thirds Fourths 6. Identify fourths 7. Make fourths Halves, thirds, and fourths 8. Identify halves, thirds, and fourths 9. Make halves, thirds, and fourths 10. Make halves, thirds, and fourths in different ways 11. Identify a half, a third, and a fourth
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.
Equal parts 1. Equal parts Halves 2. Identify halves 3. Make halves Thirds 4. Identify thirds 5. Make thirds Fourths 6. Identify fourths 7. Make fourths Halves, thirds, and fourths 8. Identify halves, thirds, and fourths 9. Make halves, thirds, and fourths 10. Make halves, thirds, and fourths in different ways 11. Identify a half, a third, and a fourth