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CCSS ID 
MathPaths Grade 2 Goals 
CCSS 

OPERATIONS & ALGEBRAIC THINKING

A 
1

Represent and solve problems involving addition and subtraction. 
2.OA.1 
11

Add and subtract within 100 to solve word problems about combining or separating. 
2.OA.1 
12

Add and subtract within 100 to solve word problems about comparing. 
2.OA.1 
13

Use objects or drawings to represent word problems. 
2.OA.1 
14

Use equations to represent word problems. 
B 
2

Add and subtract within 20. 
2.OA.2 
21

Fluently add within 20 using mental strategies. 
2.OA.2 
22

Fluently subtract within 20 using mental strategies. 
2.OA.2 
23

Know from memory all sums of two onedigit numbers. 
C 
3

Work with equal groups of objects to gain foundations for multiplication. 
2.OA.3 
31

Find out if a group of up to 20 objects is even or odd. Students should create groups of two. An even number makes pairs of objects with none left over. 
2.OA.3 
32*

Express an even number as a sum of two equal addends. For example, 14 is 7 + 7. 
2.OA.4 
33

Add to find the number shown by an array with up to 5 rows and 5 columns. For example, the number for an array of 3 rows and 5 columns can be found by adding 5, 5, and 5. 
2.OA.4 
34*

Write an equation for an array as a sum of equal addends. 
CCSS 

NUMBER & OPERATIONS IN BASE TEN

A 
1

Understand place value. 
2.NBT.1 
11

Understand that a threedigit number represents hundreds, tens, and ones. In Grade 1, students worked with twodigit numbers. 
2.NBT.1a 
12

Understand that a hundred is 10 tens. 
2.NBT.1b 
13*

Understand that 100, 200, and so on refer to hundreds with 0 tens and 0 ones. 
2.NBT.2 
14

Count by 5s, 10s, and 100s within 1000. 
2.NBT.3 
15*

Read and write numbers to 1000. 
2.NBT.3 
16

Represent numbers to 1000 as written numerals. 
2.NBT.3 
17*

Write numbers to 1000 in expanded form. For example, 947 is 900 + 40 + 7. 
2.NBT.4 
18

Compare two 3digit numbers using the symbols >, =, and <. 
B 
2

Use place value understanding and properties of operations to add and subtract. 
2.NBT.5 
21

Fluently add within 100 using various strategies. Students in Grade 1 added two 2digit numbers, but fluency was NOT expected. 
2.NBT.5 
22

Fluently subtract within 100 using various strategies. 
2.NBT.6 
23

Add up to four 2digit numbers using various strategies. 
2.NBT.7 
24

Add within 1000 using models or drawings. 
2.NBT.7 
25

Add within 1000 using place value strategies. For example, to add 452 and 130, students can start with 452 and count on 100 and then count on three 10s. 
2.NBT.7 
26

Subtract within 1000 using models or drawings. 
2.NBT.7 
27

Subtract within 1000 using place value strategies. 
2.NBT.8 
28*

Mentally find 10 or 100 more or less than any threedigit number. 
2.NBT.9 
29

Explain why addition and subtraction strategies work. 
CCSS 

MEASUREMENT & DATA

A 
1

Measure and estimate lengths in standard units. 
2.MD.1 
11

Measure in inches, feet, centimeters, and meters. 
2.MD.2 
12

Measure an object with two units and relate the measurements to the unit size. Students should see that measuring with larger units leads to a smaller number. 
2.MD.3 
13

Estimate lengths in inches, feet, centimeters, and meters. It is important for students to do a lot of measuring before having to estimate lengths. 
2.MD.4 
14

Measure to find out how much longer one object is than another. This problem type has not been common on prior sets of standards. 
B 
2

Relate addition and subtraction to length. 
2.MD.5 
21

Use drawings and equations to solve word problems involving lengths. 
2.MD.6 
22

Represent sums and differences within 100 on a number line diagram. As take away, subtraction can be shown by starting at the mark for the first length and moving back by the second length. As comparison, mark both lengths and find the distance between. 
C 
3

Work with time and money. 
2.MD.7 
31**

Tell and write time to the nearest five minutes. In Grade 1, students tell time to the nearest half hour. 
2.MD.7 
32

Write times using a.m. and p.m. 
2.MD.8 
33

Solve word problems involving dollar bills and coins, using $ and ยข symbols. 
D 
4

Represent and interpret data. 
2.MD.9 
41

Make a line plot of measurement data, measured to nearest whole unit. Plotting data is important because a plot shows the data in order. 
2.MD.10 
42

Draw a bar graph with up to four categories. 
2.MD.10 
43

Draw a picture graph with up to four categories. 
2.MD.10 
44

Add or subtract to solve problems about data presented in a bar graph. 
CCSS 

GEOMETRY

A 
1

Reason with shapes and their attributes. 
2.G.1 
11

Draw shapes having a given number of angles or sides. 
2.G.1 
12

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 
2.G.2 
13*

Partition a rectangle into squares and count the squares. For this problem type, provide rectangles with sides up to five units long that have a tick mark for each unit. Students should connect the tick marks to create a grid. 
2.G.3 
14

Partition circles and rectangles into two, three, or four equal shares. In Grade 1, students made two or four equal shares. Making three shares is a new problem type. 
2.G.3 
15*

Describe shares using the words halves, thirds, half of, a third of, etc. 
2.G.3 
16

Recognize that equal shares need not have the same shape. For example, a square can be divided into four thin rectangles, four smaller squares, or two of each. All of these shares are equal. 


*See Grades K2 Games for goals marked with asterisks. 