North Carolina

NC.2.OA Operations and Algebraic Thinking

• Represent and solve problems.

  • NC.2.OA.1 Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:

    • NC.2.OA.1.a One-Step problems:

      • NC.2.OA.1.a.1 Add to/Take from-Start Unknown

        • Addition word problems - sums to 20 (2-E.16)
        • Addition sentences for word problems - sums to 20 (2-E.17)
        • 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)
        • 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)
        • Addition and subtraction word problems - up to 100 (2-L.11)

      • NC.2.OA.1.a.2 Compare-Bigger Unknown

      • NC.2.OA.1.a.3 Compare-Smaller Unknown

    • NC.2.OA.1.b Two-Step problems involving single digits:

      • NC.2.OA.1.b.1 Add to/Take from- Change Unknown

        • Addition word problems - three one-digit numbers (2-E.22)
        • Addition word problems - four or more one-digit numbers (2-E.24)

      • NC.2.OA.1.b.2 Add to/Take from- Change Unknown

• Add and subtract within 20.

  • NC.2.OA.2 Demonstrate fluency with addition and subtraction, within 20, using mental 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)

• Work with equal groups.

  • NC.2.OA.3 Determine whether a group of objects, within 20, has an odd or even number of members by:

    • NC.2.OA.3.a Pairing objects, then counting them by 2s.

      • Even or odd number of shapes - up to 20 (2-A.18)

    • NC.2.OA.3.b Determining whether objects can be placed into two equal groups.

    • NC.2.OA.3.c Writing an equation to express an even number as a sum of two equal addends.

      • Add doubles using models (2-E.12)
      • Add doubles (2-E.13)
      • Add doubles - complete the sentence (2-E.14)

  • NC.2.OA.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 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)

NC.2.NBT Number and Operations in Base Ten

• Understand place value.

  • NC.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

    • 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)
    • Convert to/from a number - up to hundreds (2-M.11)

    • NC.2.NBT.1.a Unitize by making a hundred from a collection of ten tens.

    • NC.2.NBT.1.b Demonstrate 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, with 0 tens and 0 ones.

      • Convert between place values - ones and hundreds (2-M.12)

    • NC.2.NBT.1.c Compose and decompose numbers using various groupings of hundreds, tens, and ones.

      • Place value models - tens and ones (2-M.1)
      • Place value models - up to hundreds (2-M.2)
      • Convert to/from a number - tens and ones (2-M.8)
      • Convert to/from a number - up to hundreds (2-M.11)
      • Convert from expanded form - up to hundreds (2-M.14)

  • NC.2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

    • 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)

  • NC.2.NBT.3 Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form.

    • 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)
    • Convert from expanded form - up to hundreds (2-M.14)

  • NC.2.NBT.4 Compare two three-digit numbers based on the value 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)

• Use place value understanding and properties of operations.

  • NC.2.NBT.5 Demonstrate fluency with addition and subtraction, within 100, by:

    • NC.2.NBT.5.a Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

      • Add zero (2-E.11)
      • 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)
      • Add two-digit numbers without regrouping - sums to 100 (2-G.9)
      • Add two-digit numbers with regrouping - sums to 100 (2-G.10)
      • 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)
      • Subtract a one-digit number from a two-digit number - without regrouping (2-H.4)
      • Subtract a one-digit number from a two-digit number - with regrouping (2-H.6)
      • Subtract two-digit numbers - without regrouping (2-H.8)
      • Subtract two-digit numbers - with regrouping (2-H.10)
      • 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)
      • Related addition facts (2-K.1)
      • Related subtraction facts (2-K.2)
      • Fact families (2-K.3)
      • 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)

    • NC.2.NBT.5.b Comparing addition and subtraction strategies, and explaining why they work.

      • 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)
      • Use models to add two-digit numbers - without regrouping (2-G.7)

    • NC.2.NBT.5.c Selecting an appropriate strategy in order to efficiently compute sums and differences.

      • Balance addition equations - up to two digits (2-G.18)
      • Balance subtraction equations - up to two digits (2-H.17)
      • Balance addition and subtraction equations - up to 100 (2-L.13)
      • Which sign (+ or -) makes the number sentence true? (2-L.17)

  • NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.

    • Add three numbers up to two digits each (2-G.19)

  • NC.2.NBT.7 Add and subtract, within 1000, relating the strategy to a written method, using:

    • NC.2.NBT.7.a Concrete models or drawings

      • Use models to add three-digit numbers - without regrouping (2-I.3)
      • Use models to add three-digit numbers - with regrouping (2-I.4)

    • NC.2.NBT.7.b Strategies based on place value

      • Add multiples of 100 (2-I.1)
      • Add multiples of 10 or 100 (2-I.2)
      • Addition with three-digit numbers (2-I.5)
      • Addition word problems - up to three digits (2-I.7)
      • 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)
      • Subtract from three-digit numbers (2-J.6)
      • Subtraction word problems - up to three digits (2-J.8)
      • Write the subtraction sentence - up to three digits (2-J.10)

    • NC.2.NBT.7.c Properties of operations

      • Balance addition equations - up to three digits (2-I.10)
      • Balance subtraction equations - up to three digits (2-J.11)

    • NC.2.NBT.7.d Relationship between addition and subtraction

      • Complete the addition sentence - up to three digits (2-I.8)
      • Complete the subtraction sentence - up to three digits (2-J.9)

  • NC.2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

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

NC.2.MD Measurement and Data

• Measure and estimate lengths.

  • NC.2.MD.1 Measure the length of an object in standard units 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)

  • NC.2.MD.2 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.

    • Which customary unit of length is appropriate: inches, feet, or yards? (2-S.4)
    • Which metric unit of length is appropriate? (2-S.9)

  • NC.2.MD.3 Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters.

    • Which customary unit of length is appropriate: inches or feet? (2-S.3)
    • Which metric unit of length is appropriate? (2-S.9)

  • NC.2.MD.4 Measure to determine how much longer one object is than another, expressing 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.)

• Relate addition and subtraction to length.

  • NC.2.MD.5 Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using 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.)

  • NC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line.

    • 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.)

• Build understanding of time and money.

  • NC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

    • 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)

  • NC.2.MD.8 Solve word problems involving:

    • NC.2.MD.8.a Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately.

      • 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)
      • Equivalent amounts of money - up to $1 (2-P.6)
      • Exchanging money - with pictures (2-P.7)
      • Comparing groups of coins (2-P.9)
      • 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)
      • 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)

    • NC.2.MD.8.b Whole dollar amounts, using the $ symbol appropriately.

• Represent and interpret data.

  • NC.2.MD.10 Organize, represent, and interpret data with up to four categories.

    • NC.2.MD.10.a Draw a picture graph and a bar graph with a single-unit scale to represent a data set.

      • Create bar graphs (2-R.8)
      • Create pictographs I (2-R.13)

    • NC.2.MD.10.b Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph.

      • Interpret pictographs I (2-R.11)

NC.2.G Geometry

• Reason with shapes and their attributes.

  • NC.2.G.1 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes.

    • Cubes and rectangular prisms (1-X.3)
    • Name the two-dimensional shape (2-T.1)
    • Select two-dimensional shapes (2-T.2)
    • Count sides and vertices (2-T.3)
    • Compare sides and vertices (2-T.4)

  • NC.2.G.3 Partition circles and rectangles into two, three, or four equal shares.

    • 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.)

    • NC.2.G.3.a Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of.

      • Identify halves (2-W.2)
      • Identify thirds (2-W.3)
      • Identify fourths (2-W.4)

    • NC.2.G.3.b Describe the whole as two halves, three thirds, four fourths.

    • NC.2.G.3.c Explain that equal shares of identical wholes need not have the same shape.

      • Equal parts (2-W.1)