Skills available for Indiana second-grade math standards
Standards are in bold, followed by a list of the IXL math skills that are aligned to that standards. Students can practice these skills online at www.ixl.com.
Standards: Indiana Academic Standards
2.NS Number Sense
2.NS.1 Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number.
Skip-counting (2-A.1)
Skip-counting stories (2-A.2)
Skip-counting sequences (2-A.3)
Counting patterns - up to 100 (2-A.4)
Skip-counting puzzles (2-A.5)
Hundreds chart (2-A.7)
Counting patterns - up to 1,000 (2-A.14)
2.NS.2 Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000.
Writing numbers up to 100 in words - convert words to digits (2-C.2)
Writing numbers up to 1,000 in words - convert words to digits (2-C.4)
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.5)
Place value - up to hundreds (2-M.6)
Convert to/from a number - tens and ones (2-M.8)
Regroup tens and ones - ways to make a number (2-M.9)
Regroup tens and ones (2-M.10)
Convert to/from a number - up to hundreds (2-M.11)
Convert from expanded form - up to hundreds (2-M.14)
2.NS.3 Plot and compare whole numbers up to 1,000 on a number line.
Number lines - up to 100 (2-A.6)
Number lines - up to 1,000 (2-A.8)
2.NS.4 Match the ordinal numbers first, second, third, etc., with an ordered set up to 30 items.
Ordinal numbers up to 10th (2-C.1)
2.NS.5 Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by placing that number of objects in two groups of the same size and recognizing that for even numbers no object will be left over and for odd numbers one object will be left over, or by pairing objects or counting them by 2s).
Even or odd (2-A.9)
Even or odd numbers on number lines (2-A.10)
Identify numbers as even or odd (2-A.11)
Select even or odd numbers (2-A.12)
2.NS.6 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 that 100 can be thought of as a group of ten tens — called a "hundred." Understand that 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).
Hundreds chart (2-A.7)
Place value models - tens and ones (2-M.1)
Place value models - up to hundreds (2-M.2)
Identify a digit up to the hundreds place (2-M.4)
Place value - tens and ones (2-M.5)
Place value - up to hundreds (2-M.6)
Convert to/from a number - tens and ones (2-M.8)
Regroup tens and ones - ways to make a number (2-M.9)
Regroup tens and ones (2-M.10)
Convert to/from a number - up to hundreds (2-M.11)
Convert from expanded form - up to hundreds (2-M.14)
Convert from expanded form - up to thousands (2-M.15)
2.NS.7 Use place value understanding to 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 100 (2-B.1)
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.CA Computation and Algebraic Thinking
2.CA.1 Add and subtract fluently within 100.
Review - add one-digit numbers - sums to 10 (2-E.1)
Add one-digit numbers (2-E.6)
Addition input/output tables - sums to 20 (2-E.7)
Add zero (2-E.8)
Add doubles (2-E.10)
Review - subtract one-digit numbers - up to 10 (2-F.1)
Subtract a one-digit number from a two-digit number up to 18 (2-F.7)
Subtraction input/output tables - up to 18 (2-F.8)
Subtract zero/all (2-F.9)
Add multiples of 10 (2-G.1)
Add a two-digit and a one-digit number - without regrouping (2-G.3)
Add a two-digit and a one-digit number - with regrouping (2-G.4)
Add two two-digit numbers - without regrouping (2-G.5)
Add two two-digit numbers - with regrouping (2-G.6)
Addition input/output tables - up to two digits (2-G.7)
Add three numbers up to two digits each (2-G.13)
Add four or more numbers up to two digits each (2-G.15)
Subtract multiples of 10 (2-H.1)
Write subtraction sentences to describe pictures - up to two digits (2-H.2)
Subtract a one-digit number from a two-digit number - without regrouping (2-H.3)
Subtract a one-digit number from a two-digit number - with regrouping (2-H.4)
Subtract two two-digit numbers - without regrouping (2-H.5)
Subtract two two-digit numbers - with regrouping (2-H.6)
Subtraction input/output tables - up to two digits (2-H.7)
Add and subtract numbers up to 20 (2-L.1)
Add and subtract numbers up to 100 (2-L.7)
2.CA.2 Solve real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Use estimation to decide whether answers are reasonable in addition problems.
Review - writing addition sentences - sums to 10 (2-E.3)
Addition with pictures - sums to 20 (2-E.4)
Write addition sentences to describe pictures - sums to 20 (2-E.5)
Add doubles using models (2-E.9)
Add doubles - complete the sentence (2-E.11)
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)
Addition equations: true or false? (2-E.16)
Add three one-digit numbers: word problems (2-E.18)
Review - writing subtraction sentences - up to 10 (2-F.3)
Subtraction with pictures (2-F.5)
Write subtraction sentences to describe pictures - up to 18 (2-F.6)
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)
Subtraction equations: true or false? (2-F.14)
Write addition sentences to describe pictures (2-G.2)
Ways to make a number using addition (2-G.8)
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.2)
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 equations up to 20: true or false? (2-L.5)
Addition and subtraction - ways to make a number - up to 100 (2-L.8)
Addition and subtraction word problems - up to 100 (2-L.9)
Addition and subtraction - balance equations - up to 100 (2-L.10)
Write addition and subtraction sentences (2-L.13)
Estimate sums (2-N.5)
Add and subtract money - up to $1: word problems (2-P.14)
2.CA.3 Solve real-world problems involving addition and subtraction within 100 in situations 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)
Perimeter - word problems (2-V.2)
2.CA.4 Add and subtract within 1000, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and that sometimes it is necessary to compose or decompose tens or hundreds.
Add multiples of 100 (2-I.1)
Addition with three-digit numbers (2-I.3)
Addition input/output tables - up to three digits (2-I.4)
Addition word problems - up to three digits (2-I.5)
Complete the addition sentence - up to three digits (2-I.6)
Write the addition sentence - up to three digits (2-I.7)
Balance addition equations - up to three digits (2-I.8)
Subtract multiples of 100 (2-J.1)
Subtract three-digit numbers (2-J.3)
Subtraction input/output tables - up to three digits (2-J.4)
Subtraction word problems - up to three digits (2-J.5)
Complete the subtraction sentence - up to three digits (2-J.6)
Write the subtraction sentence - up to three digits (2-J.7)
Balance subtraction equations - up to three digits (2-J.8)
2.CA.5 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 groups.
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-Y.3)
2.CA.6 Show that the order in which two numbers are added (commutative property) and how the numbers are grouped in addition (associative property) will not change the sum. These properties can be used to show that numbers can be added in any order.
Related addition facts (2-K.1)
2.CA.7 Create, extend, and give an appropriate rule for number patterns using addition and subtraction within 1000.
Skip-counting sequences (2-A.3)
Counting patterns - up to 100 (2-A.4)
Counting patterns - up to 1,000 (2-A.14)
Input/output tables - write the rule - up to 20 (2-L.6)
Input/output tables - write the rule - up to 100 (2-L.11)
2.G Geometry
2.G.1 Identify, describe, and classify two- and three-dimensional shapes (triangle, square, rectangle, cube, right rectangular prism) according to the number and shape of faces and the number of sides and/or vertices. Draw two-dimensional shapes.
Name the two-dimensional shape (2-T.1)
Name the three-dimensional shape (2-U.1)
Count vertices, edges, and faces (2-U.3)
Compare vertices, edges, and faces (2-U.4)
2.G.2 Create squares, rectangles, triangles, cubes, and right rectangular prisms using appropriate materials.
2.G.3 Investigate and predict the result of composing and decomposing two- and three-dimensional shapes.
2.G.4 Partition a rectangle into rows and columns of same-size (unit) squares and count to find the total number of same-size squares.
Area (2-V.3)
Create figures with a given area (2-V.4)
2.G.5 Partition circles and rectangles into two, three, or four equal parts; 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 parts of identical wholes need not have the same shape.
Equal parts (2-W.1)
Halves, thirds, and fourths (2-W.2)
Identify the fraction (2-W.3)
Fraction models equivalent to whole numbers (2-W.10)
2.M Measurement
2.M.1 Describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter.
Compare and convert customary units of length (3-BB.8)
Compare and convert metric units of length (3-BB.17)
2.M.2 Estimate and measure the length of an object by selecting and using appropriate tools, such as rulers, yardsticks, meter sticks, and measuring tapes to the nearest inch, foot, yard, centimeter and meter.
Measure using an inch ruler (2-S.2)
Which customary unit of length is appropriate? (2-S.3)
Measure using a centimeter ruler (2-S.8)
Which metric unit of length is appropriate? (2-S.9)
Choose the appropriate measuring tool (2-S.15)
2.M.3 Understand that the length of an object does not change regardless of the units used. 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.
2.M.4 Estimate and measure volume (capacity) using cups and pints.
Which customary unit of volume is appropriate? (2-S.6)
2.M.5 Tell and write time to the nearest five minutes from analog clocks, using a.m. and p.m. Solve real-world problems involving addition and subtraction of time intervals on the hour or half hour.
Match analog clocks and times (2-Q.2)
Match analog and digital clocks (2-Q.3)
Read clocks and write times (2-Q.5)
A.M. or P.M. (2-Q.7)
Compare clocks (2-Q.8)
Elapsed time I (2-Q.9)
Elapsed time II (2-Q.10)
Time patterns (2-Q.11)
2.M.6 Describe relationships of time, including: seconds in a minute; minutes in an hour; hours in a day; days in a week; and days, weeks, and months in a year.
Number of days in each month (2-Q.16)
Relate time units (2-Q.17)
2.M.7 Find the value of a collection of pennies, nickels, dimes, quarters and dollars.
Names and values of common coins (2-P.1)
Count money - up to $1 (2-P.4)
Count money - up to $5 (2-P.5)
Equivalent amounts of money - up to $1 (2-P.6)
Comparing groups of coins (2-P.8)
Purchases - do you have enough money - up to $1 (2-P.15)
Purchases - do you have enough money - up to $5 (2-P.16)
Which picture shows more - up to $5 (2-P.17)
2.DA Data Analysis
2.DA.1 Draw a picture graph (with single-unit scale) and a bar graph (with single-unit scale) to represent a data set with up to four choices (What is your favorite color? red, blue, yellow, green). Solve simple put-together, take-apart, and compare problems using information presented in the graphs.