Only Grade 2 mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Grade 2 · 26 / 26 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:2.OA.1 | Provisional target; review pending | 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 equations with a symbol for the unknown number to represent the problem. See Table 1, page 94. |
| math-2017:2.OA.2 | Provisional target; review pending | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. See standard 1.OA.6 for a list of mental strategies. |
| math-2017:2.OA.3 | Provisional target; review pending | 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. |
| math-2017:2.OA.4 | Provisional target; review pending | 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. |
| math-2017:2.NBT.1 | Provisional target; review pending | 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: |
| math-2017:2.NBT.2 | Provisional target; review pending | Count forward and backward within 1,000 by ones, tens, and hundreds starting at any number; skip-count by 5s starting at any multiple of 5. |
| math-2017:2.NBT.3 | Provisional target; review pending | Read and write numbers to 1,000 using base-ten numerals, number names, expanded form, and equivalent representations, e.g., 716 is 700 + 10 + 6, or 6 + 700 + 10, or 6 ones and 71 tens, etc. |
| math-2017:2.NBT.4 | Provisional target; review pending | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
| math-2017:2.NBT.5 | Provisional target; review pending | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| math-2017:2.NBT.6 | Provisional target; review pending | Add up to four two-digit numbers using strategies based on place value and properties of operations. |
| math-2017:2.NBT.7 | Provisional target; review pending | Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, hundreds are added or subtracted from hundreds, tens are added or subtracted from tens, ones are added or subtracted from ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| math-2017:2.NBT.8 | Provisional target; review pending | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. |
| math-2017:2.NBT.9 | Provisional target; review pending | Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects. |
| math-2017:2.MD.1 | Provisional target; review pending | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| math-2017:2.MD.2 | Provisional target; review pending | 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. |
| math-2017:2.MD.3 | Provisional target; review pending | Estimate lengths using units of inches, feet, centimeters, and meters. |
| math-2017:2.MD.4 | Provisional target; review pending | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
| math-2017:2.MD.5 | Provisional target; review pending | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same whole number units, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:2.MD.6 | Provisional target; review pending | 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. |
| math-2017:2.MD.7 | Provisional target; review pending | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| math-2017:2.MD.8 | Provisional target; review pending | Solve problems with money. |
| math-2017:2.MD.9 | Provisional target; review pending | Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by creating a line plot, where the horizontal scale is marked off in whole number units. |
| math-2017:2.MD.10 | Provisional target; review pending | Organize, represent, and interpret data with up to four categories; complete picture graphs when single-unit scales are provided; complete bar graphs when single-unit scales are provided; solve simple put-together, take-apart, and compare problems in a graph. See Table 1, page 94. |
| math-2017:2.G.1 | Provisional target; review pending | Recognize and identify triangles, quadrilaterals, pentagons, and hexagons based on the number of sides or vertices. Recognize and identify cubes, rectangular prisms, cones, and cylinders. |
| math-2017:2.G.2 | Provisional target; review pending | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| math-2017:2.G.3 | Provisional target; review pending | Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of. Describe the whole as two halves, three thirds, or four fourths in real-world contexts. Recognize that equal shares of identical wholes need not have the same shape. |