Skills available for
Florida second-grade math standards
Standards
are in bold, followed by a list of the IXL math
skills that are aligned to that
standard.
Students can practice
these skills
online at www.ixl.com.
Standards: Math Florida Standards (MAFS)
2.G Geometry
2.G.1 Reason with shapes and their attributes.
2.G.1.1 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.
Sort shapes into a Venn diagram (Second grade - R.12)
Identify 2-dimensional and 3-dimensional shapes (Second grade - T.3)
Count sides and angles (Second grade - T.4)
Count edges, vertices, and faces (Second grade - T.5)
Compare sides and angles (Second grade - T.6)
Compare edges, vertices, and faces (Second grade - T.7)
2.G.1.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Area (Second grade - T.13)
2.G.1.3 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 (Second grade - U.1)
Halves, thirds, and fourths (Second grade - U.2)
Identify the fraction (Second grade - U.3)
Fraction models equivalent to whole numbers (Second grade - U.9)
2.MD Measurement and Data
2.MD.1 Measure and estimate lengths in standard units.
2.MD.1.1 Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Measure using an inch ruler (Second grade - S.2)
Measure using a centimeter ruler (Second grade - S.8)
2.MD.1.2 Describe the inverse relationship between the size of a unit and number of units needed to measure a given object.
2.MD.1.3 Estimate lengths using units of inches, feet, yards, centimeters, and meters.
Which customary unit of length is appropriate? (Second grade - S.3)
Which metric unit of length is appropriate? (Second grade - S.9)
2.MD.1.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Customary units of length: word problems (Second grade - S.4)
Metric units of length: word problems (Second grade - S.10)
2.MD.2 Relate addition and subtraction to length.
2.MD.2.5 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.
Customary units of length: word problems (Second grade - S.4)
Metric units of length: word problems (Second grade - S.10)
2.MD.2.6 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.
Number lines - up to 100 (Second grade - A.4)
2.MD.3 Work with time and money.
2.MD.3.7 Tell and write time from analog and digital clocks to the nearest five minutes.
Reading clocks (Second grade - Q.3)
Match clocks and times (Second grade - Q.5)
Match analog and digital clocks (Second grade - Q.6)
2.MD.3.8 Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ยข symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations.
2.MD.3.8.a Identify the value of coins and paper currency.
Names and values of common coins (Second grade - P.1)
2.MD.3.8.b Compute the value of any combination of coins within one dollar.
Count money - up to $1 (Second grade - P.4)
Equivalent amounts of money - up to $1 (Second grade - P.6)
Purchases - do you have enough money - up to $1 (Second grade - P.17)
2.MD.3.8.c Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
Count money - up to $5 (Second grade - P.5)
Which picture shows more - up to $5 (Second grade - P.15)
2.MD.3.8.d Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).
Equivalent coins I (Second grade - P.7)
How much more to make a dollar? (Second grade - P.19)
2.MD.4 Represent and interpret data.
2.MD.4.9 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.
Interpret line plots (Second grade - R.6)
Create line plots (Second grade - R.7)
2.MD.4.10 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.
Interpret bar graphs (Second grade - R.3)
Which bar graph is correct? (Second grade - R.4)
Create bar graphs (Second grade - R.5)
Interpret pictographs (Second grade - R.8)
Create pictographs (Second grade - R.9)
2.NBT Number and Operations in Base Ten
2.NBT.1 Understand place value.
2.NBT.1.1 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:
Place value models - tens and ones (Second grade - M.1)
Place value models - up to hundreds (Second grade - M.2)
Value of underlined digit - tens and ones (Second grade - M.4)
Convert to/from a number - tens and ones (Second grade - M.9)
2.NBT.1.1.a 100 can be thought of as a bundle of ten tens - called a "hundred."
Hundreds chart (Second grade - A.5)
Convert between place values - up to thousands (Second grade - M.12)
2.NBT.1.1.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).
Value of underlined digit - up to hundreds (Second grade - M.5)
Convert to/from a number - up to hundreds (Second grade - M.10)
2.NBT.1.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Skip-counting (Second grade - A.1)
Skip-counting sequences (Second grade - A.2)
Counting patterns - up to 100 (Second grade - A.3)
Skip-counting puzzles (Second grade - A.12)
Counting patterns - up to 1,000 (Second grade - A.14)
2.NBT.1.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Writing numbers up to 100 in words (Second grade - C.3)
Writing numbers up to 1,000 in words (Second grade - C.4)
Convert from expanded form - up to hundreds (Second grade - M.13)
2.NBT.1.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Comparing numbers up to 1,000 (Second grade - B.2)
Put numbers up to 100 in order (Second grade - B.3)
Put numbers up to 1,000 in order (Second grade - B.4)
Greatest and least - word problems - up to 100 (Second grade - B.5)
Greatest and least - word problems - up to 1,000 (Second grade - B.6)
2.NBT.2 Use place value understanding and properties of operations to add and subtract.
2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add a two-digit and a one-digit number - without regrouping (Second grade - G.2)
Add a two-digit and a one-digit number - with regrouping (Second grade - G.3)
Add two two-digit numbers - without regrouping (Second grade - G.4)
Add two two-digit numbers - with regrouping (Second grade - G.5)
Addition input/output tables - up to two digits (Second grade - G.7)
Ways to make a number using addition (Second grade - G.8)
Balance addition equations - up to two digits (Second grade - G.12)
Subtract a one-digit number from a two-digit number - without regrouping (Second grade - H.2)
Subtract a one-digit number from a two-digit number - with regrouping (Second grade - H.3)
Subtract two two-digit numbers - without regrouping (Second grade - H.4)
Subtract two two-digit numbers - with regrouping (Second grade - H.5)
Subtraction input/output tables - up to two digits (Second grade - H.7)
Ways to make a number using subtraction (Second grade - H.8)
Balance subtraction equations - up to two digits (Second grade - H.12)
Add and subtract numbers up to 100 (Second grade - L.7)
Addition and subtraction - ways to make a number - up to 100 (Second grade - L.8)
Addition and subtraction - balance equations - up to 100 (Second grade - L.10)
Which sign (+ or -) makes the number sentence true? (Second grade - L.12)
2.NBT.2.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add three numbers up to two digits each (Second grade - G.13)
Add four or more numbers up to two digits each (Second grade - G.15)
2.NBT.2.7 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.
Add two three-digit numbers (Second grade - I.2)
Addition input/output tables - up to three digits (Second grade - I.3)
Addition word problems - up to three digits (Second grade - I.4)
Complete the addition sentence - up to three digits (Second grade - I.5)
Write the addition sentence - up to three digits (Second grade - I.6)
Balance addition equations - up to three digits (Second grade - I.7)
Subtract three-digit numbers (Second grade - J.2)
Subtraction input/output tables - up to three digits (Second grade - J.3)
Subtraction word problems - up to three digits (Second grade - J.4)
Complete the subtraction sentence - up to three digits (Second grade - J.5)
Write the subtraction sentence - up to three digits (Second grade - J.6)
Balance subtraction equations - up to three digits (Second grade - J.7)
Regrouping tens and ones I (Second grade - M.7)
Regrouping tens and ones II (Second grade - M.8)
2.NBT.2.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
Add multiples of 10 (Second grade - G.1)
Subtract multiples of 10 (Second grade - H.1)
Add multiples of 100 (Second grade - I.1)
Subtract multiples of 100 (Second grade - J.1)
2.NBT.2.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Related addition facts (Second grade - K.1)
Related subtraction facts (Second grade - K.2)
Fact families (Second grade - K.3)
Solve inequalities using addition and subtraction shortcuts (Second grade - K.5)
2.OA Operations and Algebraic Thinking
2.OA.1 Represent and solve problems involving addition and subtraction.
2.OA.1.1 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.
Balance addition equations - one digit (Second grade - E.15)
Review - subtract one-digit numbers - up to 10 (Second grade - F.1)
Review - ways to subtract - up to 10 (Second grade - F.2)
Subtract a one-digit number from a two-digit number up to 18 (Second grade - F.4)
Subtraction input/output tables - up to 18 (Second grade - F.7)
Subtract zero/all (Second grade - F.8)
Balance subtraction equations - up to 18 (Second grade - F.12)
Add and subtract numbers up to 20 (Second grade - L.1)
Addition and subtraction - ways to make a number - up to 20 (Second grade - L.2)
Addition and subtraction - balance equations - up to 20 (Second grade - L.4)
2.OA.3 Work with equal groups of objects to gain foundations for multiplication.
2.OA.3.3 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.
Even and odd: counting objects (Second grade - A.6)
Even or odd I (Second grade - A.7)
Even or odd II (Second grade - A.8)
Even and odd numbers on number lines (Second grade - A.9)
Add doubles using models (Second grade - E.9)
Add doubles (Second grade - E.10)
Add doubles - complete the sentence (Second grade - E.11)
2.OA.3.4 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.
Identify repeated addition in arrays: sums to 10 (Second grade - E.21)
Write addition sentences for arrays: sums to 10 (Second grade - E.22)
Identify repeated addition in arrays: sums to 25 (Second grade - E.23)
Write addition sentences for arrays: sums to 25 (Second grade - E.24)
Write multiplication sentences for equal groups (Second grade - W.3)