Explore Lux

Idaho Content Standards

Idaho 2nd grade math standards

Every 2nd grade math standard in the Idaho Content Standards Mathematics, in Idaho's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

  1. 2.OA.A.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, by using physical, visual, and symbolic representations.

    Taught inTwo-step word problemsA story for an equationThe total is already thereAct out the storyand 3 more
  2. 2.OA.B.2

    Demonstrate fluency for addition and subtraction within 20 using mental strategies. By the end of grade two, recall basic facts to add and subtract within 20 with automaticity.

    Taught inA fact you know beats countingSubtraction is a missing partMake a ten to addDoubles and near doubles
  3. 2.OA.C.3

    Determine whether a group of objects (up to 20) has an odd or even number of members and write an equation to express an even number as a sum of two equal addends.

    Taught inEven or odd?Even numbers end the same wayDoubles are always even
  4. 2.OA.C.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.

    Taught inEqual groups, added againRows and columnsAdd the rows, not the sidesCount the inside dots too

Number and Operations in Base Ten

  1. 2.NBT.A.1.a

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

    Taught inWhat is a digit worth?Many names for one numberNew names, same number
  2. 2.NBT.A.1.b

    The numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

    Taught inWhat is a digit worth?Many names for one numberNew names, same number
  3. 2.NBT.A.2

    Count within 1,000; skip-count by fives, tens, and 100s. Identify patterns in skip counting starting at any number

    Taught inSkip-count past a hundred
  4. 2.NBT.A.3

    Read and write numbers from 0 to 1,000 using standard form, expanded form, and word form. Example: The number two-hundred forty-one written in standard form is 241 and in expanded form is 200 + 40 + 1.

    Taught inNumbers to 1,000 three waysWhat is a digit worth?Zero holds the tens placeMany names for one numberand 1 more
  5. 2.NBT.A.4

    Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and <.

    Taught inComparing three-digit numbersSame digits, different placesPlot and order on a number lineRead the line's labels
  6. 2.NBT.B.5

    Fluently add and subtract whole numbers within 100 using understanding of place value and properties of operations.

    Taught inAdding tens and onesTen ones make a tenTrade a ten for ten onesAdding by jumpsand 4 more
  7. 2.NBT.B.6

    Add up to four two-digit numbers using strategies based on place value and properties of operations.

    Taught inAdd four numbers
  8. 2.NBT.B.7.a

    Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.

    Taught inAdding to 1,000Subtracting to 1,000Subtraction does not turn aroundTrade only when you need to
  9. 2.NBT.B.7.b

    Understand that sometimes it is necessary to compose or decompose tens or hundreds.

    Taught inAdding to 1,000Subtracting to 1,000Subtraction does not turn aroundTrade only when you need to
  10. 2.NBT.B.8

    Use mental strategies to add or subtract a number that is ten more, ten less, one hundred more, and one hundred less than a given three-digit number.

    Taught inTen more, a hundred moreTen more past a hundred
  11. 2.NBT.B.9

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

    Taught inWhy trading works

Measurement and Data

  1. 2.MD.A.1

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

    Taught inMeasuring with a rulerStart at zeroCount the inches, not the marksPick the tool and the unitand 2 more
  2. 2.MD.A.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.

    Taught inBigger unit, fewer units
  3. 2.MD.A.3

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

    Taught inGuess, then measure
  4. 2.MD.A.4

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

    Taught inHow much longer?
  5. 2.MD.B.5

    Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.

    Taught inLength word problemsHow much did it grow?
  6. 2.MD.B.6

    Represent whole numbers as lengths from zero 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.

    Taught inAdding by jumpsCount up to subtract
  7. 2.MD.C.7

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

    Taught inTime to five minutesShort hand, long handAlmost the next hourHalf past and quarter afterand 1 more
  8. 2.MD.C.8

    Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to 10), using and ¢ symbols appropriately and whole-dollar amounts.

    Taught inBigger coin, not bigger valueCounting coinsMoney word problemsMaking change
  9. 2.MD.D.9

    Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organize and record data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

    Taught inMeasure, then plot
  10. 2.MD.D.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 the graph.

    Taught inTally marks and tablesMaking a bar graphName each countOne picture can stand for moreand 3 more

Geometry

  1. 2.G.A.1

    Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombi, trapezoids, pentagons, hexagons, octagons, and cubes.

    Taught inNaming flat shapesTurned, still a squareCount sides, not looksSorting shapesand 1 more
  2. 2.G.A.2

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

    Taught inRows and columns of squares
  3. 2.G.A.3.a

    Describe the shares using the words “halves,” “thirds,” “fourths,” and “quarter,” and use the phrases “half of,” “a third of,” “a fourth of,” and “quarter of.”

    Taught inHalves, thirds, and fourthsSame size, different shapesEqual without matchingEqual parts only
  4. 2.G.A.3.b

    Describe the whole as two of, three of, or four of the shares.

    Taught inHalves, thirds, and fourthsSame size, different shapesEqual without matchingEqual parts only
  5. 2.G.A.3.c

    Recognize that equal shares of identical wholes need not have the same shape.

    Taught inHalves, thirds, and fourthsSame size, different shapesEqual without matchingEqual parts only
All Idaho grades

Help with every 2nd grade standard, at your kid's desk.

Lux sees your kid's page, asks one question at a time, and checks each step, in Idaho's order.

Get started