Courses of Study : Mathematics

Number of Standards matching query: 27
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Note: Second grade problem types include adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
Mathematics (2019)
Grade(s): 2
All Resources: 8
Lesson Plans: 1
Classroom Resources: 7
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.
See note regarding fluency vs. automaticity in the Overview.
Mathematics (2019)
Grade(s): 2
All Resources: 4
Learning Activities: 2
Classroom Resources: 2
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.

a. State automatically all sums of two one-digit numbers.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.2 Represent addition as "add to/put together" and subtraction as "take from/take apart" with objects, drawings, fingers, or sounds (within 30).
Work with equal groups of objects to gain foundations for multiplication.
Mathematics (2019)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
3. Use concrete objects to determine whether a group of up to 20 objects is even or odd.

a. Write an equation to express an even number as a sum of two equal addends.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.3 Equally distribute even numbers of up to 20 objects between two groups.
Mathematics (2019)
Grade(s): 2
All Resources: 6
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 1
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.

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.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.4 Use repeated addition to find the sum of objects arranged in equal groups up to 10.
Understand simple patterns.
Mathematics (2019)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
5. Reproduce, extend, create, and describe patterns and sequences using a variety of materials.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.5 Using vocalization, sign language, augmentative communication, or assistive technology, duplicate, extend, create, and describe simple patterns using concrete objects.
Operations with Numbers: Base Ten
Understand place value.
Mathematics (2019)
Grade(s): 2
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
6. Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

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).
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.6 Recognize and represent numbers up to 30 with sets of tens and ones (objects, columns, arrays).
Mathematics (2019)
Grade(s): 2
All Resources: 9
Classroom Resources: 9
7. Count within 1000 by ones, fives, tens, and hundreds.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.7 Using vocalization, sign language, augmentative communication, or assistive technology, count and recognize numerals 0 to 50 by ones. When given a numeral 0 to 25, name the next two numbers in a three-item sequence.
Mathematics (2019)
Grade(s): 2
All Resources: 4
Classroom Resources: 4
8. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Mathematics (2019)
Grade(s): 2
All Resources: 9
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 5
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."
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.9 Using vocalization, sign language, augmentative communication, or assistive technology, compare sets of objects and numbers using appropriate vocabulary (greater than, less than, equal to; limited to thirty objects in a group).
Use place value understanding and properties of operations to add and subtract.
Mathematics (2019)
Grade(s): 2
All Resources: 7
Learning Activities: 3
Classroom Resources: 4
10. Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.10 Using vocalization, sign language, augmentative communication, or assistive technology, identify the meaning of the + sign (add, plus, put together) and the sign (subtract, take away, take from) and the = sign (equal, the same as); compose and decompose numbers up to 20 using objects, pictures, drawings, or numbers.
Mathematics (2019)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
11. Use a variety of strategies to add up to four two-digit numbers.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.10 Using vocalization, sign language, augmentative communication, or assistive technology, identify the meaning of the + sign (add, plus, put together) and the sign (subtract, take away, take from) and the = sign (equal, the same as); compose and decompose numbers up to 20 using objects, pictures, drawings, or numbers.
Mathematics (2019)
Grade(s): 2
All Resources: 10
Learning Activities: 4
Classroom Resources: 6
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.

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.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.10 Using vocalization, sign language, augmentative communication, or assistive technology, identify the meaning of the + sign (add, plus, put together) and the sign (subtract, take away, take from) and the = sign (equal, the same as); compose and decompose numbers up to 20 using objects, pictures, drawings, or numbers.
Mathematics (2019)
Grade(s): 2
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
13. Mentally add and subtract 10 or 100 to a given number between 100 and 900.
Mathematics (2019)
Grade(s): 2
All Resources: 6
Classroom Resources: 6
14. Explain why addition and subtraction strategies work, using place value and the properties of operations.

Note: Explanations may be supported by drawings or objects.
Data Analysis
Collect and analyze data and interpret results.
Mathematics (2019)
Grade(s): 2
All Resources: 1
Lesson Plans: 1
15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.
Mathematics (2019)
Grade(s): 2
All Resources: 12
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 9
16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.16 Using vocalization, sign language, augmentative communication, or assistive technology, use a graph, limited to 2 categories, to answer more/less, most/least, or equal to questions (a combined total of no more than 30 objects/pictures shown for the 2 categories).
Measurement
Measure and estimate lengths in standard units.
Mathematics (2019)
Grade(s): 2
All Resources: 12
Lesson Plans: 4
Classroom Resources: 7
Unit Plans: 1
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.17 Using vocalization, sign language, augmentative communication, or assistive technology, identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).
Mathematics (2019)
Grade(s): 2
All Resources: 2
Classroom Resources: 2
18. Measure objects with two different units, and describe how the two measurements relate to each other and the size of the unit chosen.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.17 Using vocalization, sign language, augmentative communication, or assistive technology, identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).
Mathematics (2019)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
19. Estimate lengths using the following standard units of measurement: inches, feet, centimeters, and meters.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.19 Order three objects by length (long/longer/longest; short/shorter/shortest).
Mathematics (2019)
Grade(s): 2
All Resources: 5
Lesson Plans: 2
Classroom Resources: 3
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.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.19 Order three objects by length (long/longer/longest; short/shorter/shortest).
Relate addition and subtraction to length.
Mathematics (2019)
Grade(s): 2
All Resources: 4
Learning Activities: 3
Classroom Resources: 1
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.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.21 Increase or decrease length by adding or subtracting nonstandard unit(s).
Mathematics (2019)
Grade(s): 2
All Resources: 4
Lesson Plans: 3
Unit Plans: 1
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.22 Represent whole-number sums within 20 using a number line.
Work with time and money.
Mathematics (2019)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
23. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

a. Express an understanding of common terms such as, but not limited to, quarter past, half past, and quarter to.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.23 Using vocalization, sign language, augmentative communication, or assistive technology, identify the time that matches a routine activity using a clock (limited to hour).
Mathematics (2019)
Grade(s): 2
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
24. Solve problems with money.

a. Identify nickels and quarters by name and value.

b. Find the value of a collection of quarters, dimes, nickels, and pennies.

c. Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation).

Example: 24¢ + 26¢ = 50¢
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.24 Using vocalization, sign language, augmentative communication, or assistive technology, identify and demonstrate knowledge that money has value; limited to penny = 1 cent, nickel = 5 cents, dime = 10 cents.
Geometry
Reason with shapes and their attributes.
Mathematics (2019)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.25 Using vocalization, sign language, augmentative communication, or assistive technology, identify two-dimensional shapes (limited to square, circle, triangle, and rectangle).
Mathematics (2019)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
26. Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.27 Using vocalization, sign language, augmentative communication, or assistive technology, identify half as being two equal parts of a shape (limited to circle, square, rectangle, and triangle).
Mathematics (2019)
Grade(s): 2
All Resources: 7
Learning Activities: 4
Classroom Resources: 3
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.

a. Explain that equal shares of identical wholes need not have the same shape.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.27 Using vocalization, sign language, augmentative communication, or assistive technology, identify half as being two equal parts of a shape (limited to circle, square, rectangle, and triangle).