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2Grade 2 Standards
Top Mathematicians
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Data Analysis
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2.DA.111.4.b.10A
Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category.
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2.6915
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2.735
-
-
2.DA.111.4.b.10B
Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more.
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2.715
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2.725
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2.745
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2.DA.111.4.b.10C
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one.
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2.7015
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2.DA.111.4.b.10D
Draw conclusions and make predictions from information in a graph.
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2.6915
-
2.7015
-
2.715
-
2.725
-
2.735
-
2.745
-
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2.DA.111.4.b.10A
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Personal Financial Literacy
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2.PFL.111.4.b.11A
Calculate how money saved can accumulate into a larger amount over time.
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2.PFL.111.4.b.11B
Explain that saving is an alternative to spending.
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2.PFL.111.4.b.11C
Distinguish between a deposit and a withdrawal.
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2.PFL.111.4.b.11D
Identify examples of borrowing and distinguish between responsible and irresponsible borrowing.
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2.PFL.111.4.b.11E
Identify examples of lending and use concepts of benefits and costs to evaluate lending decisions.
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2.PFL.111.4.b.11F
Differentiate between producers and consumers and calculate the cost to produce a simple item.
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2.PFL.111.4.b.11A
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Mathematical Process Standards
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2.MPS.111.4.b.1A
Apply mathematics to problems arising in everyday life, society, and the workplace.
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2.115
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2.220
-
2.320
-
2.420
-
2.520
-
2.620
-
2.720
-
2.820
-
2.915
-
2.1015
-
2.115
-
2.125
-
2.135
-
2.1415
-
2.155
-
2.1615
-
2.175
-
2.1815
-
2.195
-
2.2015
-
2.2110
-
2.2210
-
2.235
-
2.245
-
2.255
-
2.2610
-
2.2710
-
2.285
-
2.295
-
2.305
-
2.315
-
-
2.MPS.111.4.b.1B
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
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2.115
-
2.220
-
2.320
-
2.3315
-
2.3420
-
2.3520
-
2.3620
-
2.3715
-
2.3820
-
2.3920
-
2.4010
-
2.4220
-
-
2.MPS.111.4.b.1C
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
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2.1015
-
2.115
-
2.125
-
2.135
-
2.1415
-
2.155
-
2.1615
-
2.175
-
2.1815
-
2.195
-
2.2015
-
2.3315
-
2.3715
-
2.4320
-
2.4415
-
2.4510
-
2.4610
-
2.475
-
2.4810
-
2.4915
-
2.505
-
2.5115
-
2.5215
-
2.5315
-
2.5420
-
2.5520
-
2.5620
-
2.575
-
2.5810
-
2.595
-
-
2.MPS.111.4.b.1D
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
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2.420
-
2.620
-
2.4510
-
2.4610
-
2.4915
-
2.5115
-
2.5215
-
2.5520
-
2.6020
-
2.6120
-
2.6215
-
2.6320
-
2.6420
-
2.6520
-
2.6615
-
2.6710
-
2.685
-
2.6915
-
2.7015
-
2.715
-
2.725
-
2.735
-
2.745
-
2.755
-
2.765
-
2.775
-
-
2.MPS.111.4.b.1E
Create and use representations to organize, record, and communicate mathematical ideas.
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-
2.3315
-
2.3420
-
2.3520
-
2.6915
-
2.7015
-
2.715
-
2.725
-
2.735
-
2.745
-
-
2.MPS.111.4.b.1F
Analyze mathematical relationships to connect and communicate mathematical ideas.
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-
2.115
-
2.220
-
2.320
-
2.5215
-
2.5520
-
2.765
-
2.775
-
-
2.MPS.111.4.b.1G
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
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-
2.115
-
2.125
-
2.135
-
2.175
-
2.6420
-
2.6520
-
2.6615
-
2.6710
-
-
2.MPS.111.4.b.1A
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Number and Operations
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2.NO.111.4.b.2A
Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.
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2.5315
-
2.7810
-
2.7910
-
2.8020
-
-
2.NO.111.4.b.2B
Use standard, word, and expanded forms to represent numbers up to 1,200.
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-
2.5215
-
2.5315
-
2.5520
-
2.5620
-
2.7810
-
2.7910
-
2.8020
-
2.8120
-
2.8220
-
2.8310
-
-
2.NO.111.4.b.2C
Generate a number that is greater than or less than a given whole number up to 1,200.
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2.NO.111.4.b.2D
Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).
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-
2.6710
-
2.8420
-
2.8520
-
2.8620
-
-
2.NO.111.4.b.2E
Locate the position of a given whole number on an open number line.
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2.NO.111.4.b.2F
Name the whole number that corresponds to a specific point on a number line.
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2.NO.111.4.b.3A
Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words.
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2.755
-
2.765
-
2.775
-
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2.NO.111.4.b.3B
Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part.
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2.8720
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2.NO.111.4.b.3C
Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.
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2.765
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2.NO.111.4.b.3D
Identify examples and non-examples of halves, fourths, and eighths.
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2.NO.111.4.b.4A
Recall basic facts to add and subtract within 20 with automaticity.
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-
2.4010
-
2.475
-
2.4810
-
2.4915
-
2.505
-
2.5115
-
2.8310
-
2.8815
-
2.8915
-
2.9015
-
2.9110
-
2.9250
-
2.9310
-
2.9410
-
2.9510
-
2.965
-
2.9710
-
2.9810
-
-
2.NO.111.4.b.4B
Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations.
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2.4320
-
2.4415
-
2.8815
-
2.9015
-
2.9410
-
2.9915
-
2.10015
-
2.10120
-
2.10220
-
2.10320
-
2.10420
-
2.10520
-
2.10615
-
-
2.NO.111.4.b.4C
Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms.
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2.520
-
2.720
-
2.820
-
2.915
-
2.155
-
2.10720
-
-
2.NO.111.4.b.4D
Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
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2.420
-
2.3920
-
2.4010
-
2.5315
-
2.6020
-
2.6120
-
2.6420
-
2.6520
-
2.6615
-
2.965
-
2.9710
-
2.9810
-
2.10220
-
2.10320
-
2.10720
-
2.10820
-
2.10920
-
2.11020
-
2.11120
-
2.11220
-
2.11320
-
2.11420
-
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2.NO.111.4.b.5A
Determine the value of a collection of coins up to one dollar.
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2.1015
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2.115
-
2.125
-
2.135
-
2.1415
-
2.155
-
2.1615
-
2.175
-
2.1815
-
2.195
-
2.2015
-
2.1165
-
2.1175
-
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2.NO.111.4.b.5B
Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
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2.1015
-
2.115
-
2.125
-
2.135
-
2.1415
-
2.155
-
2.1615
-
2.175
-
2.1815
-
2.195
-
2.2015
-
2.1165
-
2.1175
-
-
2.NO.111.4.b.6A
Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined.
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2.1185
-
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2.NO.111.4.b.6B
Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
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2.NO.111.4.b.2A
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Algebraic Reasoning
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2.AR.111.4.b.7A
Determine whether a number up to 40 is even or odd using pairings of objects to represent the number.
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2.4510
-
2.4610
-
-
2.AR.111.4.b.7B
Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200.
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2.3420
-
2.3520
-
2.11915
-
-
2.AR.111.4.b.7C
Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
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-
2.6020
-
2.6320
-
2.8220
-
2.8310
-
2.10820
-
2.12020
-
-
2.AR.111.4.b.7A
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Geometry & Measurement
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2.GM.111.4.b.8A
Create two-dimensional shapes based on given attributes, including number of sides and vertices.
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2.1215
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2.1225
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2.GM.111.4.b.8B
Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language.
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2.1235
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2.1245
-
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2.GM.111.4.b.8C
Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.
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2.1245
-
2.1255
-
2.1265
-
2.1275
-
2.1285
-
-
2.GM.111.4.b.8D
Compose two-dimensional shapes and three-dimensional solids with given properties or attributes.
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2.1295
-
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2.GM.111.4.b.8E
Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
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2.1295
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2.GM.111.4.b.9A
Find the length of objects using concrete models for standard units of length.
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2.1305
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2.GM.111.4.b.9B
Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object.
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2.GM.111.4.b.9C
Represent whole numbers as distances from any given location on a number line.
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2.GM.111.4.b.9D
Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes.
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2.GM.111.4.b.9E
Determine a solution to a problem involving length, including estimating lengths.
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2.GM.111.4.b.9F
Use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit.
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2.1295
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2.GM.111.4.b.9G
Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
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2.3715
-
2.575
-
2.5810
-
2.595
-
2.685
-
2.1315
-
-
2.GM.111.4.b.8A