## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 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 equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 14 learning outcomes – click to view

Samples: Adding multiples of 10. Adding two digit numbers (split strategy). Adding on (numbers under 10).

• #### Adding multiples of 10

• Activities: 3 course, 4 extra
• #### Adding two digit numbers (split strategy)

• Activities: 5 course, 2 extra
• #### Adding on (numbers under 10)

• Activities: 3 course, 14 extra
• #### Adding two digit numbers (jump strategy)

• Activities: 6 course, 5 extra
• #### Adding two digit numbers (written strategy)

• Activities: 5 course, 8 extra
• #### Adding two digit numbers (problem solving)

• Activities: 6 course, 12 extra
• #### Challenge Puzzle - Addition Pyramid

• Activities: 1 course, 0 extra
• #### Subtracting 10

• Activities: 6 course, 11 extra
• #### Subtracting multiples of 10

• Activities: 3 course, 5 extra
• #### Subtracting from 100

• Activities: 5 course, 5 extra
• #### Subtracting two digit numbers (adding on)

• Activities: 3 course, 0 extra
• #### Subtracting two digit numbers (jump back strategy)

• Activities: 5 course, 16 extra
• #### Subtracting two digit numbers (written strategy)

• Activities: 6 course, 10 extra
• #### Subtracting two digit numbers (problem solving)

• Activities: 5 course, 21 extra
• ##### Mathematics
• 2.OA.2 – Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.

• 4 learning outcomes – click to view

Samples: Adding single digit numbers. Single digit addition (missing number). Subtracting single digit numbers.

• #### Adding single digit numbers

• Activities: 5 course, 18 extra
• #### Single digit addition (missing number)

• Activities: 3 course, 10 extra
• #### Subtracting single digit numbers

• Activities: 5 course, 12 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• ##### Mathematics
• 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 learning outcomes – click to view

Samples: Odd or Even amounts. Even numbers to 20 - equations.

• #### Odd or Even amounts

• Activities: 1 course, 0 extra
• #### Choosing the correct equation

• Activities: 1 course, 0 extra
• 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.

• 6 learning outcomes – click to view

Samples: Groups of 2. Counting on number line (by 2's). Groups of 5. Counting on number line (by 5's).

• #### Number patterns and groups (of 2)

• Activities: 4 course, 7 extra
• #### Counting on number line (by 2's)

• Activities: 7 course, 5 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 3 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 5 extra
• #### Arrays

• Activities: 1 course, 0 extra
• ##### Mathematics
• 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.1.a – 100 can be thought of as a bundle of ten tens — called a “hundred.”

• 3 learning outcomes – click to view

Samples: Place Values. Counting in tens and ones. Place Values teens: counting 15 sticks.

• #### Numbers represented using MAB (up to 100)

• Activities: 2 course, 2 extra
• #### Counting in tens and ones

• Activities: 2 course, 2 extra
• #### Place value concepts (bundled sticks)

• Activities: 2 course, 0 extra
• 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).

• 5 learning outcomes – click to view

Samples: Place value - hundreds, tens and ones. Place Values. Counting in tens and ones.

• #### Place value - hundreds, tens and ones

• Activities: 4 course, 3 extra
• #### Numbers represented using MAB (up to 100)

• Activities: 2 course, 2 extra
• #### Counting in tens and ones

• Activities: 2 course, 2 extra
• #### Place value concepts (bundled sticks)

• Activities: 2 course, 0 extra
• #### Counting by 100 (multiples of 100)

• Activities: 1 course, 0 extra
• 2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s.

• 4 learning outcomes – click to view

Samples: Counting on number line (by 2's). Counting on number line (by 5's). Counting on number line (by 10's).

• #### Counting by 2 (to 20)

• Activities: 4 course, 10 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 3 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 5 extra
• #### Counting by 100 (multiples of 100)

• Activities: 1 course, 0 extra
• 2.NBT.3 – Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

• 3 learning outcomes – click to view

Samples: Place value. Writing numbers to 1000. Numbers written in expanded form. Counting forwards and backwards by 10.

• #### Place Value - Numbers to 1000

• Activities: 0 course, 3 extra
• #### Writing numbers to 1000

• Activities: 1 course, 0 extra
• #### Numbers written in expanded form

• Activities: 1 course, 0 extra
• 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.

• 1 learning outcomes – click to view

Samples: Comparing numbers to 1000 (< = >). Greater than or less than.

• #### Comparing numbers to 1000 (< = >)

• Activities: 1 course, 1 extra
• ##### Mathematics
• 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.

• 21 learning outcomes – click to view

Samples: Adding on single digit numbers using blocks. Adding two digit numbers using blocks. Adding multiples of 10.

• #### Adding on single digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Adding two digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Adding multiples of 10

• Activities: 3 course, 4 extra
• #### Adding two digit numbers (estimating)

• Activities: 1 course, 2 extra
• #### Adding two digit numbers (split strategy)

• Activities: 5 course, 2 extra
• #### Adding on (numbers under 10)

• Activities: 3 course, 14 extra
• #### Adding two digit numbers (jump strategy)

• Activities: 6 course, 5 extra
• #### Adding two digit numbers (written strategy)

• Activities: 5 course, 8 extra
• #### Adding two digit numbers (problem solving)

• Activities: 6 course, 12 extra
• #### Subtracting 10

• Activities: 6 course, 11 extra
• #### Subtracting multiples of 10

• Activities: 3 course, 5 extra
• #### Subtracting from 100

• Activities: 5 course, 5 extra
• #### Adding two digit numbers (missing number)

• Activities: 2 course, 5 extra
• #### Make 100

• Activities: 3 course, 2 extra
• #### Subtracting two digit numbers (adding on)

• Activities: 3 course, 0 extra
• #### Subtracting two digit numbers (jump back strategy)

• Activities: 5 course, 16 extra
• #### Subtracting two digit numbers (written strategy)

• Activities: 6 course, 10 extra
• #### Subtracting two digit numbers (problem solving)

• Activities: 5 course, 21 extra
• #### Adding two digit numbers (look for 10)

• Activities: 2 course, 0 extra
• #### Adding two digit numbers

• Activities: 2 course, 1 extra
• #### Single Digit Subtraction Match

• Activities: 1 course, 0 extra
• 2.NBT.6 – Add up to four two-digit numbers using strategies based on place value and properties of operations.

• 12 learning outcomes – click to view

Samples: Adding three single-digit numbers. Adding on 10 using blocks. Adding multiples of 10 using blocks.

• #### Adding three numbers

• Activities: 4 course, 3 extra
• #### Adding on 10 using blocks

• Activities: 2 course, 0 extra
• #### Adding multiples of 10 using blocks

• Activities: 2 course, 0 extra
• #### Adding two digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Adding multiples of 10

• Activities: 3 course, 4 extra
• #### Adding two digit numbers (estimating)

• Activities: 1 course, 2 extra
• #### Adding multiples of 10

• Activities: 2 course, 4 extra
• #### Adding two digit numbers (split strategy)

• Activities: 5 course, 2 extra
• #### Adding two digit numbers (jump strategy)

• Activities: 6 course, 5 extra
• #### Adding two digit numbers (written strategy)

• Activities: 5 course, 8 extra
• #### Adding two digit numbers (look for 10)

• Activities: 2 course, 0 extra
• #### Adding two digit numbers

• Activities: 2 course, 1 extra
• 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, 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.

• 4 learning outcomes – click to view

Samples: Adding three digit numbers using blocks. Adding multiples of 10 using blocks.

• #### Adding three digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Adding multiples of 10 using blocks

• Activities: 2 course, 0 extra
• #### Place value - Subtract three digit numbers

• Activities: 1 course, 0 extra
• #### Subtracting multiples of 10 using blocks

• Activities: 1 course, 0 extra
• 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.

• 4 learning outcomes – click to view

Samples: Adding 10 (to three digit numbers). Adding 100. Subtracting 10 large numbers. Subtracting 100.

• #### Adding 10 (to three digit numbers)

• Activities: 1 course, 1 extra
• #### Adding 100

• Activities: 1 course, 1 extra
• #### Subtracting 10 large numbers

• Activities: 1 course, 1 extra
• #### Subtracting 100

• Activities: 1 course, 1 extra
• 2.NBT.9 – Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

• ##### Mathematics
• 2.MD.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

• 3 learning outcomes – click to view

Samples: Units of measure. Devices for Measuring Length. Units of measure. Which measuring device.

• #### Which measuring device?

• Activities: 2 course, 0 extra
• #### Using the appropriate tools for measuring length

• Activities: 3 course, 0 extra
• #### Use instruments to measure length.

• Activities: 2 course, 0 extra
• 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.

• 4 learning outcomes – click to view

Samples: Measure length using informal units - blocks. Measuring length (informal units). What is a centimetre.

• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 3 course, 7 extra
• #### Estimate length in centimetres

• Activities: 2 course, 0 extra
• #### Estimate length in metres

• Activities: 1 course, 0 extra
• 2.MD.3 – Estimate lengths using units of inches, feet, centimeters, and meters.

• 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.

• 1 learning outcomes – click to view

Samples: Measuring in centimeters. Measure using the centimetre. Measuring length in centimetres tutorial.

• #### Measure length in centimeters

• Activities: 1 course, 3 extra
• ##### Mathematics
• 2.MD.5 – Use addition and subtraction within 100 to solve 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 learning outcomes – click to view

Samples: Measuring in Centimetres. Measuring in metres. Measure length in centimetres. Measuring length in metres.

• #### Measure length in centimetres

• Activities: 5 course, 6 extra
• #### Measure length in metres

• Activities: 3 course, 12 extra
• 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 learning outcomes – click to view

Samples: Representing lengths on a number line. Adding and subtracting unit lengths using blocks.

• #### Representing lengths on a number line

• Activities: 2 course, 0 extra
• #### Adding and subtracting unit lengths

• Activities: 1 course, 0 extra
• ##### Mathematics
• 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• 3 learning outcomes – click to view

Samples: Reading digital time. Reading Clock Five Minute Intervals.

• #### Tell the time: 5 minute intervals

• Activities: 8 course, 2 extra
• #### Reading Time - to the minute

• Activities: 2 course, 10 extra
• #### Telling the time on an analog clock - quarter to and past

• Activities: 3 course, 8 extra
• 2.MD.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

• ##### Mathematics
• 2.MD.9 – 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 making a line plot, where the horizontal scale is marked off in whole-number units.

• 2.MD.10 – 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 (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ) using information presented in a bar graph.

• 4 learning outcomes – click to view

Samples: Data - picture graphs. Create a Column Graph. Interpreting Column Graphs - 3. Column graphs.

• #### Interpret data presented using picture graphs.

• Activities: 1 course, 4 extra
• #### Data & Graphs - Column Graph Creator

• Activities: 0 course, 1 extra
• #### Interpret data presented using simple column graphs

• Activities: 1 course, 12 extra
• #### Column graphs

• Activities: 2 course, 0 extra
• ##### Mathematics
• 2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

• 3 learning outcomes – click to view

Samples: Quadrilaterals. Constructing 2D shapes. Features of three-dimensional objects. Naming two-dimensional shapes.

• #### Identifying two-dimensional shapes

• Activities: 5 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 3 extra
• #### Describe the features of three-dimensional objects

• Activities: 4 course, 8 extra
• 2.G.2 – Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

• 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.

• 5 learning outcomes – click to view

Samples: Halving groups. Introduction to Fractions. Quarters. Fractions of groups. Identifying Fractions. Halving groups.

• #### Halving groups

• Activities: 3 course, 1 extra
• #### Halves, thirds and quarters

• Activities: 2 course, 1 extra
• #### Quarters and eighths

• Activities: 6 course, 9 extra
• #### Dividing groups into halves and quarters

• Activities: 3 course, 5 extra
• #### Identifying fractions

• Activities: 4 course, 4 extra