Math Crosswalk - 2nd Grade

Operations & Algebraic Thinking

Common Core Standard ©

AASL Learning Standard(s)

2.OA.1. 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.OA.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.OA.3. 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.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

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.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

 

Number & Operations in Base Ten

Common Core Standard ©

AASL Learning Standard(s)

2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

  • 100 can be thought of as a bundle of ten tens — called a “hundred.”
  • 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).

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

1.1.2 - Use prior and background knowledge as context for new learning.

2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

1.1.2 - Use prior and background knowledge as context for new learning.

2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.NBT.6. Add up to four two-digit numbers using strategies based on placevalue and properties of operations.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.NBT.7. 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. 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.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.

3.1.3 - Use writing and speaking skills to communicate new understandings effectively.

 

Measurement & Data

Common Core Standard ©

AASL Learning Standard(s)

2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

2.MD.2. 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.

3.1.3 - Use writing and speaking skills to communicate new understandings effectively.

2.1.2 - Organize knowledge so that it is useful.

2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.

1.1.2 - Use prior and background knowledge as context for new learning.

2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

1.1.2 - Use prior and background knowledge as context for new learning.

2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

2.1.2 - Organize knowledge so that it is useful.

3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

2.1.2 - Organize knowledge so that it is useful.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2.1.2 - Organize knowledge so that it is useful.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

 

Geometry

Common Core Standard ©

AASL Learning Standard(s)

2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

1.1.2 - Use prior and background knowledge as context for new learning.

3.1.3 - Use writing and speaking skills to communicate new understandings effectively.

2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.G.3. 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 that equal shares of identical wholes need not have the same shape.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

3.1.3 - Use writing and speaking skills to communicate new understandings effectively.

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