Kentucky flagKentucky: Grade 2 Math Standards

34 standards · 4 domains

GEOMETRY

  • 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons and cubes (identify number of faces). (MP.4, MP.7)
  • 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (MP.6, MP.8)
  • 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. (MP.2, MP.3)

MEASUREMENT AND DATA

  • 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes. (MP.5, MP.6)
  • 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. (MP.3, MP.5)
  • 2.MD.3 Estimate lengths using units of inches, feet, yards, centimeters and meters. (MP.2, MP.6)
  • 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of either a customary or metric standard length unit. (MP.5, MP.6)
  • 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown number to represent the problem. (MP.1, MP.4)
  • 2.MD.6 Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, ... and represent whole-number sums and differences within 100 on a number line. (MP.3, MP.4)
  • 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (MP.5, MP.6)
  • 2.MD.8 Solve word problems with adding and subtracting within 100, (not using dollars and cents simultaneously) using the ＄and ￠ symbols appropriately (not including decimal notation). (MP.1, MP.5)
  • 2.MD.9.a Identify a statistical question focused on measurements.
  • 2.MD.9.b Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.
  • 2.MD.9.c Show the measurements by making a dot plot, where the horizontal scale is marked off in whole-number units.
  • 2.MD.10 Create a pictograph 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. (MP.2, MP.6)

NUMBERS AND OPERATIONS IN BASE TEN

  • 2.NBT.1.a 100 can be thought of as a bundle of ten tens—called a “hundred.”
  • 2.NBT.1.b 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).
  • 2.NBT.2 Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s. (MP.8, MP.1, MP.6)
  • 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and expanded form. (MP.7)
  • 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons. (MP.1, MP.6)
  • 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. (MP.2, MP.8)
  • 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. (MP.2, MP.7)
  • 2.NBT.7.a.1 concrete models or drawings
  • 2.NBT.7.a.2 strategies based on place value
  • 2.NBT.7.a.3 properties of operations
  • 2.NBT.7.a.4 the relationship between addition and subtraction
  • 2.NBT.7.a.5 relate drawings and strategies to expressions or equations
  • 2.NBT.7.b Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
  • 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. (MP.7, MP.8)
  • 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (MP.3, MP.7)

OPERATIONS AND ALGEBRAIC THINKING

  • 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, by using drawings and equations with a symbol for the unknown number to represent the problem. (MP.1, MP.2 and MP.4)
  • 2.OA.2 Fluently add and subtract within 20 using mental strategies. (MP.2, MP.7, MP.8)
  • 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends. (MP.2, MP.7)
  • 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. (MP.2, MP.4)