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Track 3 ~ 2nd Grade
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TOPIC: FACT FLUENCY
TOPIC: ODDS & EVENS
TOPIC: 2 DIGIT ADDITION & SUBTRACTION
*This resource page includes:
-2 Digit Addition and Subtraction
-Stringing Numbers (Adding a "string" of 3 numbers)
TOPIC: ARRAYS
TOPIC: TIME
TOPIC: WORD PROBLEMS
TOPIC: PLACE VALUE
TOPIC: 3 DIGIT ADD. & SUB.
TOPIC: MEASUREMENT
TOPIC: DATA & GRAPHING
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TOPIC: SHAPES & PARTITIONING
TOPIC: MONEY
sTANDARDS: nc.2.oa.2
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Demonstrate fluency with addition and subtraction, within 20, using mental strategies
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sTANDARDS: nc.2.oa.3
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Determine whether a group of objects, within 20, has an odd or even number of members by:
• Pairing objects, then counting them by 2s.
• Determining whether objects can be placed into two equal groups.
• Writing an equation to express an even number as a sum of two equal addends
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sTANDARDS: nc.2.nbt.5
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Demonstrate fluency with addition and subtraction, within 100, by:
• Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
• Comparing addition and subtraction strategies, and explaining why they work.
• Selecting an appropriate strategy in order to efficiently compute sums and differences.
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sTANDARDS: nc.2.nbt.6
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Add up to three two-digit numbers using strategies based on place value and properties of operations
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sTANDARDS: nc.2.oa.1
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Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:
• One-Step problems: o Add to/Take from-Start Unknown o Compare-Bigger Unknown o Compare-Smaller Unknown
• Two-Step problems involving single digits: o Add to/Take from- Change Unknown
• Add to/Take From- Result Unknown
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sTANDARDS: nc.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.
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sTANDARDS: nc.2.md.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
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sTANDARDS: nc.2.NBT.1, NC.2.NBT.2, NC.2.NBT.3, NC.2.NBT.4
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
• Unitize by making a hundred from a collection of ten tens. • Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
• Compose and decompose numbers using various groupings of hundreds, tens, and ones.
Count within 1,000; skip-count by 5s, 10s, and 100s.
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Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form.
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Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
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