Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Operations and Algebraic Thinking
Math Standard: 2.OA.1
Math Standard: 2.OA.2
Use addition and subtraction within 100 to solve oneFluently add and subtract within 20 using mental
and two-step word problems involving situations of
strategies. By end of Grade 2, know from memory all
adding to, taking from, putting together, taking apart,
sums of two one-digit numbers.
and comparing, with unknowns in all positions, e.g., by See standard 1.OA.6 for a list of mental strategies.
using drawings and equations with a symbol for the
unknown number to represent the problem.
2.OA.1 Essential Skills and Concepts:
2.OA.2 Essential Skills and Concepts:
1. Identify the problem types to solve word problems
1. Start at any single digit and count on to find a sum
read the word problem and identify the known
use a picture a hundreds chart or number line
and unknown numbers
to count on and find a sum
tell if it is start unknown, change unknown, or
2. Find a sum by making a ten and breaking apart
result unknown
numbers
2. Use addition to join two amounts (result unknown)
break apart (decompose) a number to make a
3. Solve addition problems when there is an unknown
ten and add using counters
change (change unknown)
3. Understand the relationship between addition and
4. Solve addition problems when there is an unknown
subtraction
amount at the beginning (start unknown)
show the relationship between addition and
use drawings, objects, and number sentences
subtraction using fact families
(equations) to solve addition problems
subtract 7-4 to get 3 because students know
explain how to solve addition problems
3+4=7
5. Use subtraction to find how many are left (result
4. Use mental strategies to add and subtract
unknown)
break apart (decompose) any number
6. Use subtraction to solve problems where the start
(hundreds, tens, ones)
is unknown (start unknown)
use doubles facts
7. Use subtraction to find a missing amount (change
use near doubles facts
unknown
make a 10
use drawings, objects, and number sentences
(equations) to solve subtraction problems
explain how to solve subtraction problems
8. Solve two-step problems with addition and
subtraction
use drawings, objects, and number sentences
(equations) to solve two-step problems with
addition and subtraction
explain how to solve the problem and tell if the
the same operation or opposite operations was
used
9. Solve for a symbol that represents an unknown
change in addition and subtraction problems
write a number sentence to help solve a word
problem with an unknown amount
explain how to solve the problem
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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.OA.3 Essential Skills and Concepts:
1. Use doubles to identify even numbers
pair counters to show a doubles fact
use counters and drawings to show that double
facts have even numbers
2. Explain the difference between odd and even
numbers
pair concrete objects or draw objects in groups
of 2 to show even numbers
show (using objects or drawings) an odd number
when an object doesn’t have a partner
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC
Grade: Second – Operations and Algebraic Thinking
2.OA.1 Mathematical Language: add, subtract,
more, less, equal, equation, unknown, putting
together, taking from, taking apart, number line, sum,
difference
Math Standard: 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.
2.OA.4 Essential Skills and Concepts:
1. Understand a rectangular array
build a rectangular array with an equal number
of counters in each row and column
2. Use an array to find a sum
write an (equation) using repeated addition to
match the total of my rectangular array
add objects in rows of an array to get a sum
add objects in columns of an array to get the
same sum
Mathematical Language: row, column, rectangular
arrays, equal, repeated addition, equation
2.OA.2 Mathematical Language: fluent, mental
strategies within 20, count back, decompose a number
to make a ten, fact family, use doubles (known
equivalents), equation, make 10, count on
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
2.OA.3 Mathematical Language: odd, even, pair,
addends
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Number and Operations in Base Ten
Math Standard: 2.NBT.1
Math Standard: 2.NBT.2
Understand that the three digits of a three-digit
Count within 1000; skip-count by 5s, 10s, and 100s.
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:
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 2.NBT.3
Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
a. 100 can be thought of as a bundle of ten tens —
called a “hundred”.
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.1 Essential Skills and Concepts:
1. Choose a number between 100 and 999 and use
base ten blocks to show only groups of 100
use base ten blocks (tens rods) to show numbers
that represent groups of 100
2. Choose a number between 100 and 999 and use
base ten blocks to show only groups of 100s and
10s
use hundreds and tens blocks to show groups of
100s and 10s.
3. Choose a number between 100 and 999 and use
base ten blocks to show only groups of 100s, 10s,
and 1s
use hundreds, tens, and ones blocks to show
groups of 100s, 10s, and 1s
Mathematical Language: tens, ones, digit, compose,
hundreds
2.NBT.2 Essential Skills and Concepts:
1. Count within a 1000s by 1’s
count forward and backward from any number
using a 100s chart or number line
2. Skip count by 2s, 5s, and 10s, and 100s up to 999
look for a number pattern while skip counting.
(ex. circle or color numbers on a hundreds
chart)
3. Look for a number pattern while skip counting. (ex.
circle or color numbers on a hundreds chart)
use the concept of odd and even numbers to
count by 2s
skip count by 5s understanding that the ones
digit alternates between 5 and 0
skip count by 10s understanding that the tens
digit is the only digit that changes and increases
by one number
skip count by 100s understanding that the
hundreds digit is the only digit that changes and
increases by one number
Mathematical Language: skip count, hundreds
chart, number line
2.NBT.3 Essential Skills and Concepts:
1. Read and write numbers to 1000
write whole numbers in word form leaving out
the word “and”
read numbers in word form and write in
standard form
show that 200+30+5 is one way to decompose
235 (expanded form)
use concrete objects or base ten blocks to show
three digit numbers
look at a picture (model) and write a three digit
number
draw a picture (model) of a three digit number
Mathematical Language: base ten, number names
to 1000 (one, two, thirty, etc.), expanded form,
standard form, model
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Number and Operations in Base Ten
Math Standard: 2.NBT.4
Math Standard: 2.NBT.5
Compare two three-digit numbers based on meanings Fluently add and subtract within 100 using strategies
of the hundreds, tens, and ones digits, using >, =, and
based on place value, properties of operations, and/or
< symbols to record the results of comparisons.
the relationship between addition and subtraction.
2.NBT.4 Essential Skills and Concepts:
2.NBT.5 Essential Skills and Concepts:
1. Compare two three digit numbers
1. Add numbers within 100 based on place value and
talk about comparing numbers using the words
other addition strategies
greater than, less than, and equal to and explain
use place value blocks and or pictures of them
the reasoning
to model the addition of two digit numbers
read correctly a comparing equation using the
use counting on and decomposing (breaking
words greater than (>), less than (<), and equal
apart) the second number to add
to (=)
2. Subtract numbers within 100 based on place value
use place value to compare the number of
and other subtraction strategies
hundreds, tens, and ones in numbers
use place value blocks and or pictures of them
use the counting on strategy to determine which
to model the subtraction of two digit numbers
is the greater number
use the counting on strategy and show it using a
use the symbols (>) greater than, (<) less than,
number line
and equal to compare three digit numbers
decompose (breaking apart) the numbers to
subtract
use the relationship between addition and
subtraction to subtract (fact families)
use the “Think Addition” strategy
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 2.NBT.6
Add up to four two-digit numbers using strategies
based on place value and properties of operations.
2.NBT.6 Essential Skills and Concepts:
1. Add up to four two digit numbers using the place
value strategy
break apart the numbers to make tens and ones
add all the tens and then add all the ones
combine the tens and ones to get my answer
2. Add up to four two digit number using the
associative property
add numbers in any order to get a sum
look for numbers that make tens or hundreds
and add those numbers first
add the rest of the numbers to get the final sum
Mathematical Language: digit, compare, greater
than (>), less than (<), equal to (=)
Mathematical Language: addition and subtraction
strategies within 100, ten more, ten less, sum, equal,
place value, fact family, compose and decompose a
number, hundreds chart, number line
Mathematical Language: digit numbers, count back,
decompose a number to make a ten, fact family, use
doubles (known equivalents), count on, make ten
Math Standard: 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.
Math Standard: 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.
Math Standard: 2.NBT.9
Explain why addition and subtraction strategies work,
using place value and the properties of operations.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Number and Operations in Base Ten
2.NBT.7 Essential Skills and Concepts:
2.NBT.8 Essential Skills and Concepts:
1. Add three digit numbers using base ten blocks or
1. Add in my head ten or a hundred to a given three
drawings
digit number
use a place value chart to compose a ten or
explain that when adding a ten only the tens
hundred to help me add
digit increases
2. Subtract three digit numbers using base ten blocks
explain that when adding a hundred only the
or drawings
hundreds digit increases
use a place value chart to compose a ten or
2. Subtract in my head ten or a hundred from a three
hundred to help me subtract
digit number
3. Add three digit numbers using different strategies
explain that when subtracting a ten only the
use place value blocks to find the sum between
tens digit decreases
two numbers.
explain that when subtracting a hundred only
use the counting on strategy using a number line
the hundreds digit decreases
to add
use the decomposing (breaking apart) numbers
to help add
draw the place value blocks to help add 3 digit
numbers
4. Subtract three digit numbers using different
strategies
use place value blocks to take apart hundreds
and tens to find the difference between two
numbers
draw place value block pictures to model the
subtraction of three digit numbers
use the counting on strategy and show it using a
number line
decompose (breaking apart) the numbers to
subtract
check answer when subtract by adding
use the “Think Addition” strategy
Mathematical Language: addition strategies within
1000, concrete models, drawing based on place value,
compose, decompose, three-digit number, one
hundred more, one hundred less, add, subtract, sum,
difference, equal
Mathematical Language: fluent, mentally add 10,
mentally subtract 10, mentally add 100,
mentally subtract 100, place value, digit
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
2.NBT.9 Essential Skills and Concepts:
1. Explain why addition strategies work
use concrete objects to show how addition
strategies work
draw pictures to explain how addition strategies
work
tell in their own words how addition strategies
work
2. Explain why subtraction strategies work
use concrete objects to show how subtraction
strategies work
draw pictures to explain how subtraction
strategies work
tell in their own words how subtraction
strategies work
Mathematical Language: addition and subtraction
strategies; explain using drawings, pictures, concrete
objects, and writing
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Measurement and Data
Math Standard: 2.MD.1
Math Standard: 2.MD.2
Measure the length of an object by selecting and using Measure the length of an object twice, using length
appropriate tools such as rulers, yardsticks, meter
units of different lengths for the two measurements;
sticks, and measuring tapes.
describe how the two measurements relate to the size
of the unit chosen.
2.MD.1 Essential Skills and Concepts:
2.MD.2 Essential Skills and Concepts:
1. Choose the correct tool to measure the length of
1. Use two different units of lengths to measure the
objects
same object
compare the ruler, yardstick, meter stick and
measure an object using inches and centimeters
measuring tape to an object to decide which
measure an object using feet and meters
tool to use
measure an object using inches and feet
2. Measure the length of objects using a ruler,
measure an object using centimeters and
yardstick, meter stick, and measuring tape
meters
use the ruler, yardstick, meter stick or
2. Recognize and describe that the relationship
measuring tape to measure objects
between the size of a unit and the number of units
line up the object with the zero on the
needed will vary
measuring tool
measure an object using two different units of
measurement to show that smaller units will
result in a larger number of units
describe how the two different measurements r
relate to the size of the unit chosen
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 2.MD.3
Estimate lengths using units of inches, feet,
centimeters, and meters.
2.MD.3 Essential Skills and Concepts:
1. Estimate lengths of objects using different units of
measurement
look at an inch on a ruler, and then estimate the
length of an object in inches
look at a foot on a ruler or yardstick, and then
estimate the length of an object in feet
look at a centimeter on a ruler, and then
estimate the length of an object in centimeters
look at a meter stick and then estimate the
length of an object in meters
“think in my head” how big each unit of
measurement is to be able to estimate the l
length of an object.
measure the object after estimating and think
about how close the estimate was. Use this
information to help estimating measurements of
future objects
Mathematical Language: tools, ruler, yardstick,
meter stick, measure, measuring tape
Mathematical Language: length, measure, inch,
centimeter, foot, yard, meter
Mathematical Language: estimate, about, a
little less than, a little more than
Math Standard: 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.
Math Standard: 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.MD.5 Essential Skills and Concepts:
1. Use addition up to 100 to solve words problems
involving lengths with the same unit
use addition to join two lengths in a
measurement word problem
use manipulatives, draw a picture, or write an
equation to solve addition measurement word
problems
2. Use subtraction up to 100 to solve word problems
Involving lengths with the same unit
use subtraction to tell how much longer one
Math Standard: 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.MD.6 Essential Skills and Concepts:
1. Add using a number line from 0 to 100
create a number line within 100 that is evenly
spaced
use the number line to solve an addition
equation
2. Subtract using a number line from 0 to 100
create a number line within 100 that is evenly
spaced
use the number line to solve a subtraction
equation
2.MD.4 Essential Skills and Concepts:
1. Choose a measuring tool and measure two
different objects
identify the appropriate tool and measure two
different objects
2. Tell the difference in length between the two
objects
find the difference in length between two
objects
discuss the difference in length between two
objects
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Measurement and Data
2.MD.5 Essential Skills and Concepts: (continued)
object is than the other
create an equation with an unknown to tell how
much longer one object is than another
2.MD.4 Mathematical Language: measure,
use a number line to determine how much
difference,
longer one object is than the other
tool, length, unit, compare, inch, centimeter, foot,
use manipulatives or draw a picture to solve
yard, meter
subtraction measurement word problems
2.MD.5: Mathematical Language: addition,
subtraction, length, unit, ruler, yardstick, meter stick,
equation, symbol, unknown
Math Standard: 2.MD.7
Tell and write time from analog and digital clocks to
the nearest five minutes, using a.m. and p.m.
Math Standard: 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?
2.MD.7 Essential Skills and Concepts:
1. Tell time to the nearest 5 minutes using an analog
clock
identify the hour hand
identify the minute hand
use skip counting by 5’s to tell time to the
nearest 5 minutes
2. Tell time using am and pm
use student daily routine to tell if it is am or pm
3. Read a digital clock
read the time on a digital clock
4. Write time to the nearest 5 minutes
identify the hour hand
identify the minute hand
use a colon to separate the hour from the
minutes
use these strategies to write the time to the
nearest 5 minutes.
2.MD.8 Essential Skills and Concepts:
1. Identify the name of each coin and its value
identify penny, nickel, dime, quarter, and dollar
identify the value of a penny, nickel, dime,
quarter, or dollar
2. Count and compare sets of coins and write the ¢
sign correctly
count and compare sets of coins (less than 4
coins in 1st quarter)
count and compare sets of coins up to 99¢
correctly use and write the ¢ sign correctly
3. Count whole dollar combinations
use different dollar combinations to create a
certain amount of dollars
correctly use and write the $ sign correctly
4. Make and recognize equal collections of coins and
whole dollar amounts
create different ways to make a certain amount
of cents
create different ways to make different dollar
combinations
5. Solve money word problems using money
use the correct operation to solve money word
problems
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
2.MD.6 Mathematical Language: number line, add,
subtract, sums and differences within 100, evenly
spaced points, compare a number line to a ruler
Math Standard: 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.9 Essential Skills and Concepts:
1. Use measurement data to create a line plot
measure objects to the nearest whole unit
create or use a premade line plot in whole
number units to chart measurements
2. Use the data in my line plot to answer questions
and tell facts
look at the line plot to gather facts
The academic vocabulary or content language
Essential MATH Skills Alignment – Math Standards
is listed under each standard. There are 30-40
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC words in bold that should be taught to mastery.
Grade: Second – Measurement and Data
2.MD.8 Essential Skills and Concepts: (continued)
use manipulatives, draw a picture, or write an
2.MD.7 Mathematical Language: time, analog clock,
equation to solve money word problems
digital clock, hourchand, minute hand, colon (:),
6. Use the $ and ¢ appropriately
use the appropriate symbols when writing
2.MD.9 Mathematical Language: line plot,
o’clock, a.m., p.m., quarter after, quarter till,
money
amounts
horizontal, data, chart, table,most, least, length
minutes, half past, half hour, 30 minutes before, 30
minutes after,
Mathematical Language: money, head, tails, penny,
skip count by 5 (five, ten, fifteen, etc.)
nickel, dime, quarter, dollar bills, $, cent(s), ¢
Math Standard: 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 using information presented in a
bar graph.
2.MD.10 Essential Skills and Concepts:
1. Draw a picture graph to represent data up to four
categories
solve problems that put together, take apart,
and compare using information in the picture
graph
2. Draw a bar graph to represent data up to four
categories
solve problems that put together, take apart,
and compare using information in the bar graph.
3. Collect data to create a picture graph or a bar graph
create a question with four possible responses
use the responses to create a table to organize
the data
use collected data to create a picture graph or
bar graph
display the bar graph or picture graph
Mathematical Language: picture graph, bar graph,
collect, organize, display, show, data, sort, chart, table,
most, least, more than, less than, same, different
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Second – Geometry
Math Standard: 2.G.1
Math Standard: 2.G.2
Recognize and draw shapes having specified
Partition a rectangle into rows and columns of sameattributes, such as a given number of angles or a given size squares and count to find the total number of
number of equal faces. Identify triangles,
them.
quadrilaterals (squares, rectangles, and trapezoids),
pentagons, hexagons, and cubes.
2.G.1 Essential Skills and Concepts:
1. Identify triangles, squares, rectangles, trapezoids,
pentagons, hexagons and cubes
count the number of sides to tell the name of
each shape
count the number of faces to identify a cube
identify the different shapes by the lengths of
the sides
2. Draw triangles, squares, rectangles, trapezoids,
pentagons, hexagons and cubes that have the same
attributes
Mathematical Language: pentagon, hexagon,
triangles, quadrilaterals (squares, rectangles, and
trapezoids), attribute, angle, side, cube, face, edge,
surface, compare, figure, shape, closed, open, plan
figures (2D), solid figures (3D)
2.G.2 Essential Skills and Concepts:
1. Split a rectangle into same size squares
split a rectangle into a given amount of equal
sized columns
split the rectangle into a given amount of equal
sized rows
count to find the total number of squares
Mathematical Language: partition, rectangle, equal
size, equal shares, row, column, total number of
squares
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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.
2.G.3 Essential Skills and Concepts:
1. Divide circles and rectangles into two, three or four
equal shares
draw a circle and divide it into 2, 3 or 4 equal
shares
draw a rectangle and divide it into 2, 3, and 4
equal shares
2. Describe equal shares
use the words halves, thirds and fourths to
describe a circle or rectangle that has been
divided into equal shares
recognize a “whole” is composed of two halves,
three thirds, or four fourths
3. Recognize that rectangles that are the same size
can be divided into the same number of parts but
have different shapes
divide same size rectangles into equal shares
using different ways
recognize that equal shares do not have to be
identical shapes
Mathematical Language: partition, circles,
rectangles, halves, thirds, fourths, equal size, equal
shares, half of, a third of, a fourth of, describe the
whole as two halves, three thirds, four fourths