Alabama Course of Study (adopted in 2019): Grade 2 Math Standards
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| Operations and Algebraic Thinking |
|---|
| OA |
| Represent and solve problems involving addition and subtraction. |
| 1 Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. |
| Add and subtract within 20. |
| 2 Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums. |
| 2.a: State automatically all sums of two one-digit numbers. |
| Work with equal groups of objects to gain foundations for multiplication. |
| 3 Use concrete objects to determine whether a group of up to 20 objects is even or odd. |
| 3.a: Write an equation to express an even number as a sum of two equal addends. |
| 4 Using concrete and pictorial representations and repeated addition, determine the total number of objects in a rectangular array with up to 5 rows and up to 5 columns. |
| 4.a: Write an equation to express the total number of objects in a rectangular array with up to 5 rows and up to 5 columns as a sum of equal addends. |
| Understand simple patterns. |
| 5 Reproduce, extend, create, and describe patterns and sequences using a variety of materials. |
| Operations with Numbers: Base Ten |
|---|
| ON |
| Understand place value. |
| 6 Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
| 6.a: Explain the following three-digit numbers as special cases: 100 can be thought of as a bundle of ten tens, called a “hundred,” and 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). |
| 7 Count within 1000 by ones, fives, tens, and hundreds. |
| 8 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| 9 Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.” |
| Use place value understanding and properties of operations to add and subtract. |
| 10 Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| 11 Use a variety of strategies to add up to four two-digit numbers. |
| 12 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. |
| 12.a: Explain 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. |
| 13 Mentally add and subtract 10 or 100 to a given number between 100 and 900. |
| 14 Explain why addition and subtraction strategies work, using place value and the properties of operations. |
| Data Analysis |
|---|
| DA |
| Collect and analyze data and interpret results. |
| 15 Measure lengths of several objects to the nearest whole unit. |
| 15.a: Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects. |
| 16 Create a picture graph and bar graph to represent data with up to four categories. |
| 16.a: Using information presented in a bar graph, solve simple “put-together,” “take-apart,” and “compare” problems. |
| 16.b: Using Venn diagrams, pictographs, and “yes-no” charts, analyze data to predict an outcome. |
| Measurement |
|---|
| M |
| Measure and estimate lengths in standard units. |
| 17 Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes. |
| 18 Measure objects with two different units, and describe how the two measurements relate to each other and the size of the unit chosen. |
| 19 Estimate lengths using the following standard units of measurement: inches, feet, centimeters, and meters. |
| 20 Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length. |
| Relate addition and subtraction to length. |
| 21 Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number. |
| 22 Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100. |
| Work with time and money. |
| 23 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 23.a: Express an understanding of common terms such as, but not limited to, quarter past, half past, and quarter to. |
| 24 Solve problems with money. |
| 24.a: Identify nickels and quarters by name and value. |
| 24.b: Find the value of a collection of quarters, dimes, nickels, and pennies. |
| 24.c: Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation). |
| Geometry |
|---|
| G |
| Reason with shapes and their attributes. |
| 25 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 25.a: Recognize and draw shapes having specified attributes. |
| 26 Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares. |
| 27 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using such terms as halves, thirds, half of, or a third of, and describe the whole as two halves, three thirds, or four fourths. |
| 27.a: Explain that equal shares of identical wholes need not have the same shape. |