Oregon Standards

Oregon 2nd grade math standards

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

Operations and Algebraic Thinking

2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step problems in authentic contexts by using drawings and equations with a symbol for the unknown.
Taught inTwo-step word problems A story for an equation The total is already there Act out the storyand 3 more
2.OA.B.2
Fluently add and subtract within 20 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Taught inA fact you know beats counting Subtraction is a missing part Make a ten to add Doubles and near doubles
2.OA.C.3
Determine whether a group up to 20 objects has an odd or even number by pairing objects or counting them by 2s; record using drawings and equations including expressing an even number as a sum of two equal addends.
Taught inEven or odd?Even numbers end the same way Doubles are always even
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 again Rows and columns Add the rows, not the sides Count the inside dots too

Number and Operations in Base Ten

2.NBT.A.1
Understand 100 as a bundle of ten tens and that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
Taught inWhat is a digit worth?Many names for one number New names, same number
2.NBT.A.2
Count within 1000; skip-count by 5's, 10's, and 100's.
Taught inSkip-count past a hundred
2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Taught inNumbers to 1,000 three ways Zero holds the tens place
2.NBT.A.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.
Taught inComparing three-digit numbers Same digits, different places Plot and order on a number line Read the line's labels
2.NBT.B.5
Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 3 more
2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations and describe how two different strategies result in the same sum.
Taught inAdd four numbers
2.NBT.B.7
Add and subtract within 1000 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain why sometimes it is necessary to compose or decompose tens or hundreds.
Taught inAdding to 1,000 Subtracting to 1,000 Subtraction does not turn around Trade only when you need to
2.NBT.B.8
Without having to count, mentally find 10 more or 10 less and 100 more or 100 less than a given three-digit number.
Taught inTen more, a hundred more Ten more past a hundred
2.NBT.B.9
Explain why strategies to add and subtract work using properties of operations and the relationship between addition and subtraction.
Taught inWhy trading works

Geometry

2.GM.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
Taught inNaming flat shapes Turned, still a square Count sides, not looks Sorting shapesand 1 more
2.GM.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
2.GM.A.3
Partition circles and rectangles into two, three, or four equal parts. Recognize that equal parts of identical wholes need not have the same shape.
Taught inHalves, thirds, and fourths Same size, different shapes Equal without matching Equal parts only

Measurement and Data

2.GM.B.4
Measure the length of an object by selecting and using appropriate measurement tools.
Taught inMeasuring with a ruler Start at zero Count the inches, not the marks Pick the tool and the unitand 4 more
2.GM.B.5
Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen.
Taught inBigger unit, fewer units
2.GM.B.6
Estimate lengths using units of inches, feet, yards, centimeters, and meters.
Taught inGuess, then measure
2.GM.B.7
Measure two objects and determine the difference in their lengths in terms of a standard length unit.
Taught inMeasuring with a ruler Start at zero Count the inches, not the marks Pick the tool and the unitand 3 more
2.GM.C.8
Use addition and subtraction within 100 to solve problems in authentic contexts involving lengths that are given in the same units.
Taught inLength word problems How much did it grow?
2.GM.C.9
Represent whole number lengths on a number line diagram; use number lines to find sums and differences within 100.
Taught inAdding by jumps Count up to subtract
2.GM.D.10
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Taught inTime to five minutes Short hand, long hand Almost the next hour Half past and quarter afterand 1 more
2.GM.D.11
Solve problems in authentic contexts involving dollar bills, quarters, dimes, nickels, and pennies, using (dollars) and c (cents) symbols appropriately.
Taught inBigger coin, not bigger value Counting coins Money word problems Making change
2.DR.A.1
Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by using measurements with whole-number units.
Taught inMeasure, then plot Ask a question, count the answers
2.DR.B.2
Analyze data with a single-unit scale and interpret information presented to answer investigative questions.
Taught inTally marks and tables Making a bar graph Name each count One picture can stand for moreand 3 more

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