Represent and solve problems involving addition and subtraction.
2.OA.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 situation equations and/or solution equations with a symbol for the unknown number to represent the problem.) Refer to shaded section of Table 1 for specific situation types.
2.OA.2 Fluently (efficiently, accurately, and flexibly) add and subtract within 20 using mental strategies (counting on, making a ten, decomposing a number, creating an equivalent but easier and known sum, and using the relationship between addition and subtraction) Work with equal groups of objects to gain foundations for multiplication.
Work with equal groups of objects to gain foundations for multiplication.
2.OA.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.
2.NBT.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:
2.NBT.1a 100 can be thought of as a bundle of ten tens - called a "hundred."
2.NBT.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds.
2.NBT.1c Show flexibility in composing and decomposing hundreds, tens and ones (e.g., 207 can be composed from 2 hundreds 7 ones OR 20 tens 7 ones OR 207 ones OR 1 hundred 10 tens 7 ones OR 1 hundred 9 tens 17 ones, etc.)
Use place value understanding and properties of operations to add and subtract.
2.NBT.5 Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g., composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.).
2.NBT.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, like base-ten units such as hundreds and hundreds, tens and tens, ones and ones are used; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.5 Use addition and subtraction within 100 to solve one- and two-step 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.
2.MD.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.
2.MD.10 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object using different units. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
2.MD.11 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.
2.G.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.