Indiana

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 by twos (2-A.1)
  • Skip-counting by fives (2-A.2)
  • Skip-counting by twos, fives, and tens (2-A.5)
  • Count forward - up to 1,000 (2-A.14)
  • Count forward by tens - up to 1,000 (2-A.15)

• 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.

  • Spell word names for numbers up to 20 (2-C.2)
  • Writing numbers up to 100 in words - convert words to digits (2-C.3)
  • Writing numbers up to 100 in words - convert digits to words (2-C.4)
  • Writing numbers up to 1,000 in words - convert words to digits (2-C.5)
  • Writing numbers up to 1,000 in words - convert digits to words (2-C.6)
  • 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.11)
  • Number lines - up to 1,000 (2-A.13)

• 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 number of shapes - up to 20 (2-A.18)
  • Identify even and odd numbers - up to 20 (2-A.)

• 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).

  • 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 between place values - ones and hundreds (2-M.12)
  • Convert between place values - ones, tens, and hundreds (2-M.13)
  • Convert from expanded form - up to hundreds (2-M.14)

• 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 1,000 (2-B.2)

2.CA Computation and Algebraic Thinking

• 2.CA.1 Add and subtract fluently within 100.

  • Add one-digit numbers - sums to 10 (2-E.1)
  • Add one-digit numbers (2-E.9)
  • Addition input/output tables - sums to 20 (2-E.10)
  • Add zero (2-E.11)
  • Add doubles (2-E.13)
  • Add doubles - complete the sentence (2-E.14)
  • Complete the addition sentence - sums to 20 (2-E.18)
  • Which addition sentence is true? (2-E.20)
  • Subtract one-digit numbers - up to 10 (2-F.1)
  • Subtract doubles (2-F.4)
  • Subtract by counting back - up to 20 (2-F.)
  • Subtract by counting on - up to 20 (2-F.8)
  • Subtract a one-digit number from a two-digit number up to 18 (2-F.9)
  • Subtraction input/output tables - up to 18 (2-F.10)
  • 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 multiples of 10 (2-G.1)
  • 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 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)
  • Use number lines to add two-digit numbers (2-G.)
  • 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)
  • Addition input/output tables - up to two digits (2-G.13)
  • 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)
  • Subtraction input/output tables - up to two digits (2-H.12)
  • 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 20 (2-L.1)
  • Which addition or subtraction sentence is true? (2-L.6)
  • 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)
  • Balance addition and subtraction equations - up to 100 (2-L.13)
  • Which sign (+ or -) makes the number sentence true? (2-L.17)

• 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.

  • Addition word problems - sums to 20 (2-E.16)
  • Addition sentences for word problems - sums to 20 (2-E.17)
  • Addition word problems - three one-digit numbers (2-E.22)
  • Subtraction word problems - up to 18 (2-F.12)
  • Subtraction sentences for word problems - up to 18 (2-F.13)
  • Addition word problems - up to two digits (2-G.15)
  • Write the addition sentence - up to two digits (2-G.17)
  • Addition word problems - three numbers up to two digits each (2-G.20)
  • Addition word problems - four numbers up to two digits each (2-G.22)
  • Subtraction word problems - up to two digits (2-H.14)
  • Write the subtraction sentence - up to two digits (2-H.16)
  • Addition and subtraction word problems - up to 20 (2-L.3)
  • Comparison word problems - up to 20 (2-L.)
  • Addition and subtraction word problems - up to 100 (2-L.11)
  • Estimate sums (2-N.4)
  • Add money - up to $1: word problems (2-P.11)
  • Subtract money - up to $1: word problems (2-P.13)
  • Add and subtract money - up to $1: word problems (2-P.15)

• 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.5)
  • Compare lengths: customary units (2-S.)
  • Metric units of length: word problems (2-S.10)
  • Compare lengths: metric units (2-S.)
  • 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 two-digit numbers - sums to 200 (2-G.11)
  • Add multiples of 100 (2-I.1)
  • Add multiples of 10 or 100 (2-I.2)
  • Use models to add three-digit numbers - without regrouping (2-I.3)
  • Use models to add three-digit numbers - with regrouping (2-I.4)
  • Addition with three-digit numbers (2-I.5)
  • Use compensation to add - up to three digits (2-I.6)
  • Addition word problems - up to three digits (2-I.7)
  • Complete the addition sentence - up to three digits (2-I.8)
  • Write the addition sentence - up to three digits (2-I.9)
  • Subtract multiples of 100 (2-J.1)
  • Subtract multiples of 10 or 100 (2-J.2)
  • Use models to subtract from three-digit numbers - without regrouping (2-J.3)
  • Use models to subtract from three-digit numbers - with regrouping (2-J.4)
  • Subtract from three-digit numbers (2-J.6)
  • Use compensation to subtract - up to three digits (2-J.7)
  • Subtraction word problems - up to three digits (2-J.8)
  • Complete the subtraction sentence - up to three digits (2-J.9)
  • Write the subtraction sentence - up to three digits (2-J.10)
  • Input/output tables - add and subtract by 10 (2-L.8)
  • Input/output tables - add and subtract by 100 (2-L.15)
  • Input/output tables - add and subtract by 10 or 100 (2-L.16)
  • Add and subtract numbers up to 1,000 (2-L.20)
  • Regroup tens and ones - ways to make a number (2-M.9)
  • Regroup tens and ones (2-M.10)

• 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 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)

• 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.7)
  • Count forward and backward by fives and tens (2-A.8)
  • Count forward and backward by fives, tens, and hundreds (2-A.16)
  • Write the addition or subtraction rule for an input/output table - up to 20 (2-L.7)
  • Write the addition or subtraction rule for an input/output table - up to 100 (2-L.14)

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)
  • Select two-dimensional shapes (2-T.2)
  • Draw polygons (2-T.)
  • Name the three-dimensional shape (2-U.1)
  • 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.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.

  • Compose two-dimensional shapes (2-T.10)

• 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.

  • Tile a rectangle with squares (2-V.3)
  • Area (2-V.4)
  • Create rectangles with a given area (2-V.7)

• 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)
  • 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)

2.M Measurement

• 2.M.1 Describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter.

  • Compare customary and metric units of length (2)

• 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: inches or feet? (2-S.3)
  • Which customary unit of length is appropriate: inches, feet, or yards? (2-S.4)
  • Measure using a centimeter ruler (2-S.8)
  • Which metric unit of length is appropriate? (2-S.9)

• 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.7)

• 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 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)
  • Compare clocks (2-Q.8)
  • Elapsed time word problems: find the end time (2-Q.9)
  • Elapsed time word problems: find the elapsed time (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.15)
  • Relate time units (2-Q.16)

• 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.9)
  • Purchases - do you have enough money - up to $1 (2-P.16)
  • Purchases - do you have enough money - up to $5 (2-P.17)
  • Which picture shows more - up to $5 (2-P.18)

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.

  • Interpret bar graphs I (2-R.5)
  • Interpret bar graphs II (2-R.6)
  • Which bar graph is correct? (2-R.7)
  • Create bar graphs (2-R.8)
  • Interpret pictographs I (2-R.11)
  • Create pictographs I (2-R.13)