# Grade 2

##
The big ideas in Grade 2 include

• extending understanding of the
base-ten system;

• building fluency with addition and subtraction;

• solving problems using understanding of place value and properties of
addition and subtraction.

This blueprint could start at any of the three units without prerequisites: 2.1 How Long is it?, 2.3 Multiples of a Hundred, and 2.6 Analyzing Shapes. We chose the first of these as the starting point to ensure that students have early access to the number line.

Students begin their work in second grade by measuring length in standard units and using the concept of length to represent whole numbers on the number line.

Next, they revisit the work they did in first grade with addition and subtraction, which maximizes the time students have to develop fluency with these operations. They use addition and subtraction to solve one- and two-step word problems, including word problems involving pennies and dimes, and word problems involving lengths measured in the same units.

Students build on foundations laid in Kindergarten and first grade to deepen their understanding of place-value. They extend their understanding of numbers into the hundreds and compare three-digit numbers based on how many hundreds, tens, and ones there are, and they add and subtract within 1000.

Next, students skip-count and work with equal sized sets in order to lay the foundations for work with multiplication in third grade. The purpose of the work that students do with shapes is to help lay the foundations for fractions and future work in geometry. In addition, partitioning circles into halves and fourths will help students tell time on an analog clock.

Note that this course blueprint is only one of many possible ways of arranging a sequence of topics designed to achieve the standards. It is a continually evolving document and we welcome your comments here.

## Units

#### Summary

In this unit students

• use tools to measure length;

• estimate length;

• represent length measurements in a line plot;

• representing numbers on a number line.

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#### Summary

In this unit students

• work toward fluency with adding and subtracting within
100, mentally within 20;

• use number lines to represent sums and
differences within 100;

• understand and explain addition and
subtraction strategies;

• solve one- and two-step word problems,
including word problems involving pennies and dimes, and using
information represented in picture and bar graphs.

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#### Summary

In this unit students

• understand hundreds, tens, and ones and skip count by 5s, 10s, and
100s;

• read and write numbers to 1000 and compare three digit
numbers using symbols;

• develop and use addition and subtraction
using strategies based on place value;

• mentally add and subtract
10 or 100 to multiples of 10 or 100;

• understand dollars as 100
pennies and 10 dimes.

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#### Summary

In this unit students

• work toward fluency with adding and subtracting within
100, mentally within 20;

• mentally add and subtract 10 or 100 to any
number;

• add and subtract within 1000 using strategies
based on place value and properties of operations;

• understand and
explain addition and subtraction strategies;

• solve one- and
two-step word problems, including word problems involving dollars and
cents.

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#### Summary

In this unit students

• understand and reason about odd and even numbers;

• work with equal groups and rectangular arrays, using addition to find the
total number of objects;

• partition rectangles into rows and columns
of squares and count to find the total number of
squares;

• understand nickels as groups of 5 pennies and quarters as
groups of 5 nickels, and solve word problems involving money.

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#### Summary

In this unit students

• recognize and draw shapes based on the number of sides or angles;

• partition circles and rectangles into equal shares;

• understand quarters as one-fourth of a dollar.

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#### Summary

In this unit students use analog and digital clocks to tell and write time, understanding a.m and p.m.

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