Hampton School District
Math Competencies and Standards for Grade 2

▪ Add and subtract within 20.
▪ Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
▪ Represent and solve problems involving addition and subtraction.
▪ Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
▪ 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.
▪ Work with equal groups of objects to gain foundations for multiplication.

▪ 100 can be thought of as a bundle of ten tens — called a “hundred.”
▪ 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.
▪ Add up to four two-digit numbers using strategies based on place value and properties of operations.
▪ Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
▪ Count within 1000; skip-count by 5s, 10s, and 100s.
▪ Explain why addition and subtraction strategies work, using place value and the properties of operations.
▪ Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
▪ Mentally add 10 or 100 to a given number 100-900.
▪ Mentally subtract 10 or 100 from a given number 100-900.
▪ Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
▪ Understand place value.
▪ Understand 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.
▪ Use place value understanding and properties of operations to add and subtract.

▪ Display measurements taken by making a line plot, where the horizontal scale is marked off in whole-number units.
▪ Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
▪ Estimate lengths using units of inches, feet, centimeters, and meters.
▪ Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.
▪ Measure and estimate lengths in standard units.
▪ Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
▪ Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
▪ Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length.
▪ Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ...
▪ Represent whole-number sums and differences within 100 on a number line diagram.
▪ Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
▪ Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar and cent symbols.
▪ Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
▪ Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units
▪ Work with time and money.

▪ Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
▪ Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
▪ Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
▪ Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
▪ Recognize that equal shares of identical wholes need not have the same shape.

Hampton School District
Math Competencies and Standards for Grade 2 
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