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 (2-R.12)
Count shapes in a Venn diagram (2-R.13)
Identify 2-dimensional shapes (2-T.1)
Identify 3-dimensional shapes (2-T.2)
Identify 2-dimensional and 3-dimensional shapes (2-T.3)
Count sides and angles (2-T.4)
Count edges, vertices, and faces (2-T.5)
Compare sides and angles (2-T.6)
Compare edges, vertices, and faces (2-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 (2-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 (2-U.1)
Halves, thirds, and fourths (2-U.2)
Identify the fraction (2-U.3)
Fraction models equivalent to whole numbers (2-U.10)
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 (2-S.2)
Measure using a centimeter ruler (2-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? (2-S.3)
Which metric unit of length is appropriate? (2-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 (2-S.4)
Metric units of length: word problems (2-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 (2-S.4)
Metric units of length: word problems (2-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 (2-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.
Match analog clocks and times (2-Q.1)
Match analog and digital clocks (2-Q.3)
Read clocks and write times (2-Q.5)
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 (2-P.1)
2.MD.3.8.b Compute the value of any combination of coins within one dollar.
Count money - up to $1 (2-P.4)
Equivalent amounts of money - up to $1 (2-P.6)
Purchases - do you have enough money - up to $1 (2-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 (2-P.5)
Which picture shows more - up to $5 (2-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 (2-P.7)
How much more to make a dollar? (2-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 (2-R.6)
Create line plots (2-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 (2-R.3)
Which bar graph is correct? (2-R.4)
Create bar graphs (2-R.5)
Interpret pictographs (2-R.8)
Create pictographs (2-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 (2-M.1)
Place value models - up to hundreds (2-M.2)
Place value - tens and ones (2-M.4)
Convert to/from a number - tens and ones (2-M.9)
Identify a digit up to the hundreds place (2-M.15)
2.NBT.1.1.a 100 can be thought of as a bundle of ten tens - called a "hundred."
Hundreds chart (2-A.5)
Convert between place values - up to thousands (2-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).
Place value - up to hundreds (2-M.5)
Convert to/from a number - up to hundreds (2-M.10)
2.NBT.1.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Skip-counting (2-A.1)
Skip-counting sequences (2-A.2)
Counting patterns - up to 100 (2-A.3)
Skip-counting puzzles (2-A.12)
Counting patterns - up to 1,000 (2-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 (2-C.3)
Writing numbers up to 1,000 in words (2-C.4)
Convert from expanded form - up to hundreds (2-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 (2-B.2)
Put numbers up to 100 in order (2-B.3)
Put numbers up to 1,000 in order (2-B.4)
Greatest and least - word problems - up to 100 (2-B.5)
Greatest and least - word problems - up to 1,000 (2-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 (2-G.2)
Add a two-digit and a one-digit number - with regrouping (2-G.3)
Add two two-digit numbers - without regrouping (2-G.4)
Add two two-digit numbers - with regrouping (2-G.5)
Addition input/output tables - up to two digits (2-G.7)
Ways to make a number using addition (2-G.8)
Balance addition equations - up to two digits (2-G.12)
Subtract a one-digit number from a two-digit number - without regrouping (2-H.2)
Subtract a one-digit number from a two-digit number - with regrouping (2-H.3)
Subtract two two-digit numbers - without regrouping (2-H.4)
Subtract two two-digit numbers - with regrouping (2-H.5)
Subtraction input/output tables - up to two digits (2-H.7)
Ways to make a number using subtraction (2-H.8)
Balance subtraction equations - up to two digits (2-H.12)
Add and subtract numbers up to 100 (2-L.7)
Addition and subtraction - ways to make a number - up to 100 (2-L.8)
Addition and subtraction - balance equations - up to 100 (2-L.10)
Which sign (+ or -) makes the number sentence true? (2-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 (2-G.13)
Add four or more numbers up to two digits each (2-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.
Addition with three-digit numbers (2-I.2)
Addition input/output tables - up to three digits (2-I.3)
Addition word problems - up to three digits (2-I.4)
Complete the addition sentence - up to three digits (2-I.5)
Write the addition sentence - up to three digits (2-I.6)
Balance addition equations - up to three digits (2-I.7)
Subtract three-digit numbers (2-J.2)
Subtraction input/output tables - up to three digits (2-J.3)
Subtraction word problems - up to three digits (2-J.4)
Complete the subtraction sentence - up to three digits (2-J.5)
Write the subtraction sentence - up to three digits (2-J.6)
Balance subtraction equations - up to three digits (2-J.7)
Regrouping tens and ones I (2-M.7)
Regrouping tens and ones II (2-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 (2-G.1)
Subtract multiples of 10 (2-H.1)
Add multiples of 100 (2-I.1)
Subtract multiples of 100 (2-J.1)
2.NBT.2.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Related addition facts (2-K.1)
Related subtraction facts (2-K.2)
Fact families (2-K.3)
Solve inequalities using addition and subtraction shortcuts (2-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.
Comparing numbers up to 100 (2-B.1)
Review - writing addition sentences - sums to 10 (2-E.3)
Addition with pictures - sums to 20 (2-E.5)
Write addition sentences to describe pictures - sums to 20 (2-E.6)
Addition word problems - one digit (2-E.12)
Complete the addition sentence - one digit (2-E.13)
Write the addition sentence - one digit (2-E.14)
Balance addition equations - one digit (2-E.15)
Addition equations: true or false? (2-E.16)
Add three one-digit numbers (2-E.17)
Add three one-digit numbers: word problems (2-E.18)
Add four or more one-digit numbers (2-E.19)
Add four or more one-digit numbers: word problems (2-E.20)
Review - writing subtraction sentences - up to 10 (2-F.3)
Subtraction with pictures (2-F.6)
Write subtraction sentences to describe pictures - up to 18 (2-F.7)
Subtraction word problems - up to 18 (2-F.10)
Complete the subtraction sentence - up to 18 (2-F.11)
Write the subtraction sentence - up to 18 (2-F.12)
Balance subtraction equations - up to 18 (2-F.13)
Subtraction equations: true or false? (2-F.14)
Write addition sentences to describe pictures (2-G.6)
Addition word problems - up to two digits (2-G.9)
Complete the addition sentence - up to two digits (2-G.10)
Write the addition sentence - up to two digits (2-G.11)
Balance addition equations - up to two digits (2-G.12)
Add three numbers up to two digits each: word problems (2-G.14)
Add four or more numbers up to two digits each: word problems (2-G.16)
Write subtraction sentences to describe pictures - up to two digits (2-H.6)
Subtraction word problems - up to two digits (2-H.9)
Complete the subtraction sentence - up to two digits (2-H.10)
Write the subtraction sentence - up to two digits (2-H.11)
Balance subtraction equations - up to two digits (2-H.12)
Addition and subtraction word problems - up to 20 (2-L.3)
Addition and subtraction - balance equations - up to 20 (2-L.4)
Addition and subtraction equations up to 20: true or false? (2-L.5)
Input/output tables - write the rule - up to 20 (2-L.6)
Addition and subtraction word problems - up to 100 (2-L.9)
Input/output tables - write the rule - up to 100 (2-L.11)
Write addition and subtraction sentences (2-L.13)
Customary units of length: word problems (2-S.4)
Metric units of length: word problems (2-S.10)
2.OA.1.a Determine the unknown whole number in an equation relating four or more whole numbers.
Balance addition equations - one digit (2-E.15)
Add three one-digit numbers (2-E.17)
Balance subtraction equations - up to 18 (2-F.13)
Balance addition equations - up to two digits (2-G.12)
Add three numbers up to two digits each (2-G.13)
Balance subtraction equations - up to two digits (2-H.12)
Balance addition equations - up to three digits (2-I.7)
Balance subtraction equations - up to three digits (2-J.7)
2.OA.2 Add and subtract within 20.
2.OA.2.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Review - add one-digit numbers - sums to 10 (2-E.1)
Review - ways to make a number - sums to 10 (2-E.2)
Add one-digit numbers (2-E.4)
Addition input/output tables - sums to 20 (2-E.7)
Add zero (2-E.8)
Balance addition equations - one digit (2-E.15)
Review - subtract one-digit numbers - up to 10 (2-F.1)
Review - ways to subtract - up to 10 (2-F.2)
Subtract a one-digit number from a two-digit number up to 18 (2-F.5)
Subtraction input/output tables - up to 18 (2-F.8)
Subtract zero/all (2-F.9)
Balance subtraction equations - up to 18 (2-F.13)
Add and subtract numbers up to 20 (2-L.1)
Addition and subtraction - ways to make a number - up to 20 (2-L.2)
Addition and subtraction - balance equations - up to 20 (2-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 or odd (2-A.6)
Identify numbers as even or odd (2-A.7)
Select even or odd numbers (2-A.8)
Even or odd numbers on number lines (2-A.9)
Add doubles using models (2-E.9)
Add doubles (2-E.10)
Add doubles - complete the sentence (2-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 (2-E.21)
Write addition sentences for arrays: sums to 10 (2-E.22)
Identify repeated addition in arrays: sums to 25 (2-E.23)
Write addition sentences for arrays: sums to 25 (2-E.24)
Write multiplication sentences for equal groups (2-W.3)