Georgia

NR Numerical Reasoning

• Counting within 1000, place value, addition and subtraction, fluency to 20, developing multiplication through arrays

  • 2.NR.1 Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1,000 and describe basic place-value relationships and structures.

    • 2.NR.1.1 Explain the value of a three digit number using hundreds, tens, and ones in a variety of ways.

      • Place value models - up to hundreds (2-M.2)
      • Identify a digit up to the hundreds place (2-M.4)
      • Place value - up to hundreds (2-M.6)
      • 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 between place values - ones and hundreds (2-M.12)
      • Convert between place values - ones, tens, and hundreds (2-M.13)

    • 2.NR.1.2 Count forward and backward by ones from any number within 1,000. Count forward by fives from multiples of 5 within 1,000. Count forward and backward by 10s and 100s from any number within 1,000. Count forward by 25s from 0.

      • Skip-counting by fives and tens (2-A.4)
      • Count forward and backward by fives and tens (2-A.8)
      • Count forward - up to 1,000 (2-A.14)
      • Count forward by tens - up to 1,000 (2-A.15)
      • Count forward and backward by fives, tens, and hundreds (2-A.16)

    • 2.NR.1.3 Represent, compare, and order whole numbers to 1,000 with an emphasis on place value and equality. Use >, =, and < symbols to record the results of comparisons.

      • Comparing numbers up to 1,000 (2-B.2)
      • Put numbers up to 1,000 in order (2-B.4)
      • Greatest and least - word problems - up to 1,000 (2-B.6)

  • 2.NR.2 Apply multiple part-whole strategies, properties of operations and place value understanding to solve real-life, mathematical problems involving addition and subtraction within 1,000.

    • 2.NR.2.1 Fluently add and subtract within 20 using a variety of mental, part-whole strategies.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Ways to make a number with addition - sums to 10 (2-E.2)
      • Add one-digit numbers (2-E.9)
      • Add zero (2-E.11)
      • Add doubles (2-E.13)
      • Add doubles - complete the sentence (2-E.14)
      • Make ten to add (2-E.15)
      • Complete the addition sentence - sums to 20 (2-E.18)
      • Which addition sentence is true? (2-E.20)
      • Add three one-digit numbers (2-E.21)
      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Ways to subtract - up to 10 (2-F.2)
      • Subtract doubles (2-F.4)
      • Subtract by counting back - up to 20 (2-F.)
      • Subtract by counting on - up to 20 (2-F.8)
      • Use ten to subtract (2-F.)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.9)
      • Subtract zero/all (2-F.11)
      • Complete the subtraction sentence - up to 18 (2-F.14)
      • Which subtraction sentence is true? (2-F.16)
      • Add in any order (2-K.)
      • Add and subtract numbers up to 20 (2-L.1)
      • Ways to make a number using addition and subtraction - up to 20 (2-L.2)
      • Which addition or subtraction sentence is true? (2-L.6)

    • 2.NR.2.2 Find 10 more or 10 less than a given three-digit number and find 100 more or 100 less than a given three-digit number.

      • Input/output tables - add and subtract by 100 (2-L.15)
      • Input/output tables - add and subtract by 10 or 100 (2-L.16)

    • 2.NR.2.3 Solve problems involving the addition and subtraction of two-digit numbers using part whole strategies.

      • Use number lines to add two-digit numbers (2-G.)
      • Add two-digit numbers - sums to 200 (2-G.11)
      • Ways to make a number using addition (2-G.14)
      • Addition word problems - up to two digits (2-G.15)
      • Write the addition sentence - up to two digits (2-G.17)
      • Add three numbers up to two digits each (2-G.19)
      • Addition word problems - three numbers up to two digits each (2-G.20)
      • Add four numbers up to two digits each (2-G.21)
      • Addition word problems - four numbers up to two digits each (2-G.22)
      • Subtract two two-digit numbers (2)
      • Ways to make a number using subtraction (2-H.13)
      • Subtraction word problems - up to two digits (2-H.14)
      • Write the subtraction sentence - up to two digits (2-H.16)
      • Two-step addition and subtraction word problems - up to 20 (2-L.)
      • Comparison word problems - up to 20 (2-L.)
      • Addition and subtraction word problems - up to 100 (2-L.11)
      • Two-step addition and subtraction word problems - up to 100 (2-L.12)
      • Add money - up to $1 (2-P.10)
      • Add money - up to $1: word problems (2-P.11)
      • Subtract money - up to $1 (2-P.12)
      • Subtract money - up to $1: word problems (2-P.13)
      • Add and subtract money - up to $1 (2-P.14)
      • Add and subtract money - up to $1: word problems (2-P.15)

    • 2.NR.2.4 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

      • Add multiples of 10 (2-G.1)
      • Use models to add a two-digit and a one-digit number - without regrouping (2-G.3)
      • Use models to add a two-digit and a one-digit number - with regrouping (2-G.4)
      • Add a two-digit and a one-digit number - without regrouping (2-G.5)
      • Add a two-digit and a one-digit number - with regrouping (2-G.6)
      • Break apart a one-digit number to add (2-G.)
      • Use models to add two-digit numbers - without regrouping (2-G.7)
      • Use models to add two-digit numbers - with regrouping (2-G.8)
      • Use place value to add two-digit numbers - without regrouping (2-G.)
      • Use place value to add two-digit numbers - with regrouping (2-G.)
      • Add two-digit numbers without regrouping - sums to 100 (2-G.9)
      • Add two-digit numbers with regrouping - sums to 100 (2-G.10)
      • Break apart a two-digit number to add - sums to 100 (2-G.)
      • Use compensation to add on a number line - up to two digits (2-G.)
      • Use compensation to add - up to two digits (2-G.12)
      • Ways to make a number using addition (2-G.14)
      • Complete the addition sentence - up to two digits (2-G.16)
      • Subtract multiples of 10 (2-H.1)
      • Use models to 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 - without regrouping (2-H.4)
      • Use models to subtract a one-digit number from a two-digit number - with regrouping (2-H.5)
      • Subtract a one-digit number from a two-digit number - with regrouping (2-H.6)
      • Break apart a one-digit number to subtract (2-H.)
      • Use models to subtract two-digit numbers - without regrouping (2-H.7)
      • Subtract two-digit numbers - without regrouping (2-H.8)
      • Use models to subtract two-digit numbers - with regrouping (2-H.9)
      • Subtract two-digit numbers - with regrouping (2-H.10)
      • Break apart a two-digit number to subtract (2-H.)
      • Use compensation to subtract on a number line - up to two digits (2-H.)
      • Use compensation to subtract - up to two digits (2-H.11)
      • Ways to make a number using subtraction (2-H.13)
      • Complete the subtraction sentence - up to two digits (2-H.15)
      • Add and subtract numbers - up to 100 (2-L.9)
      • Ways to make a number using addition and subtraction - up to 100 (2-L.10)
      • Which sign (+ or -) makes the number sentence true? (2-L.17)

  • 2.NR.3 Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.

    • 2.NR.3.1 Determine whether a group (up to 20) has an odd or even number of objects. Write an equation to express an even number as a sum of two equal addends.

      • Even or odd number of shapes - up to 20 (2-A.18)
      • Identify even and odd numbers - up to 20 (2-A.)
      • Add doubles - complete the sentence (2-E.14)

    • 2.NR.3.2 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 for equal groups - sums to 25 (2-E.)
      • Write addition sentences for equal groups - sums to 25 (2-E.)
      • Identify repeated addition in arrays - sums to 10 (2-E.25)
      • Write addition sentences for arrays - sums to 10 (2-E.26)
      • Identify repeated addition in arrays - sums to 25 (2-E.27)
      • Write addition sentences for arrays - sums to 25 (2-E.28)

PAR Patterning & Algebraic Reasoning

• Patterns up to 20 and addition and subtraction within 1,000

  • 2.PAR.4 Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns.

    • 2.PAR.4.1 Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction.

      • Skip-counting stories (2-A.6)
      • Skip-counting sequences (2-A.7)
      • Count forward and backward by fives and tens (2-A.8)
      • Count forward and backward by twos, fives, and tens (2-A.9)
      • Skip-counting puzzles (2-A.10)
      • Addition input/output tables - sums to 20 (2-E.10)
      • Subtraction input/output tables - up to 18 (2-F.10)
      • Addition input/output tables - up to two digits (2-G.13)
      • Subtraction input/output tables - up to two digits (2-H.12)
      • Write the addition or subtraction rule for an input/output table - up to 20 (2-L.7)
      • Input/output tables - add and subtract by 10 (2-L.8)
      • Write the addition or subtraction rule for an input/output table - up to 100 (2-L.14)
      • Input/output tables - add and subtract by 100 (2-L.15)
      • Input/output tables - add and subtract by 10 or 100 (2-L.16)

    • 2.PAR.4.2 Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20.

      • Find the next shape in a growing pattern (2-D.4)
      • Find the next row in a growing pattern (2-D.7)

MDR Measurement & Data Reasoning

• Length, distance, time, and money

  • 2.MDR.5 Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards.

    • 2.MDR.5.1 Construct simple measuring instruments using unit models. Compare unit models to rulers.

      • Measure length with inch cubes (2-S.)

    • 2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

      • Measure using an inch ruler (2-S.2)

    • 2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

      • Measure to compare length in inches (2-S.)
      • Measure to compare length in centimeters (2-S.)

    • 2.MDR.5.4 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

      • Customary units of length: word problems (2-S.5)

    • 2.MDR.5.5 Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.

      • Number lines - up to 100 (2-A.11)
      • Number lines - up to 1,000 (2-A.13)
      • Addition sentences using number lines - sums to 20 (2-E.8)
      • Subtraction sentences using number lines - up to 20 (2-F.7)
      • Use number lines to add two-digit numbers (2-G.)

  • 2.MDR.6 Solve real-life problems involving time and money.

    • 2.MDR.6.1 Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.

      • Match digital clocks and times (2-Q.1)
      • Match analog clocks and times (2-Q.2)
      • Match analog and digital clocks (2-Q.3)
      • Read clocks and write times: hour and half hour (2-Q.4)
      • Read clocks and write times (2-Q.5)
      • A.M. or P.M. (2-Q.7)
      • Elapsed time word problems: find the end time (2-Q.9)
      • Elapsed time word problems: find the elapsed time (2-Q.10)

    • 2.MDR.6.2 Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

      • Exchanging coins - with pictures (2)
      • Names and values of common coins (2-P.1)
      • Count money - pennies, nickels, and dimes only (2-P.3)
      • 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.9)
      • Purchases - do you have enough money - up to $1 (2-P.16)
      • Least number of coins (2-P.19)
      • How much more to make a dollar? (2-P.20)
      • Correct amount of change (2-P.21)
      • Making change (2-P.22)

GSR Geometric & Spatial Reasoning

• Sorting shapes, lines of symmetry, partitioning circles and rectangles

  • 2.GSR.7 Draw and partition shapes and other objects with specific attributes and conduct observations of everyday items and structures to identify how shapes exist in the world.

    • 2.GSR.7.1 Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes.

      • Count sides and vertices (2-T.3)
      • Compare sides and vertices (2-T.4)
      • Equal sides (2-T.5)
      • Identify quadrilaterals (2-T.)
      • Identify pentagons (2-T.)
      • Name polygons: up to 6 sides (2-T.)
      • Classify polygons: up to 6 sides (2-T.)
      • Draw polygons (2-T.)
      • Name the three-dimensional shape (2-U.1)
      • Cubes (2-U.2)
      • Select three-dimensional shapes (2-U.3)
      • Count vertices, edges, and faces (2-U.4)
      • Compare vertices, edges, and faces (2-U.5)
      • Identify faces of three-dimensional shapes (2-U.6)
      • Identify shapes traced from solids (2-U.7)
      • Shapes of everyday objects I (2-U.8)
      • Shapes of everyday objects II (2-U.9)

    • 2.GSR.7.2 Identify at least one line of symmetry in everyday objects to describe each object as a whole.

      • Symmetry (2-T.8)
      • Identify lines of symmetry (2-T.9)

    • 2.GSR.7.3 Partition circles and rectangles into two, three, or four equal shares. Identify and describe equal-sized parts of the whole using fractional names ("halves," "thirds," "fourths", "half of," "third of," "quarter of," etc.).

      • Equal parts (2-W.1)
      • Identify halves (2-W.2)
      • Identify thirds (2-W.3)
      • Identify fourths (2-W.4)
      • Identify halves, thirds, and fourths (2-W.5)
      • Make halves (2-W.6)
      • Make thirds (2-W.7)
      • Make fourths (2-W.8)
      • Make halves, thirds, and fourths (2-W.9)
      • Make halves, thirds, and fourths in different ways (2-W.10)
      • Identify a half, a third, and a fourth (2-W.)

    • 2.GSR.7.4 Recognize that equal shares of identical wholes may be different shapes within the same whole.

      • Make halves, thirds, and fourths in different ways (2-W.10)