Georgia K-12 Standards

Georgia 2nd grade math standards

Every 2nd grade math standard in the Georgia's K-12 Mathematics Standards, in Georgia's order, with the Lux lessons that teach it.

Number and Operations in Base Ten

2.NR.1.1
Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.
Taught inWhat is a digit worth?Many names for one number New names, same number
2.NR.1.2
Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0.
Taught inSkip-count past a hundred Counting by 25s Counting on and back to 120 The end of a rowand 1 more
2.NR.1.3
Represent, compare, and order whole numbers to 1000 with an emphasis on place value and equality. Use >, =, 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.NR.2.2
Find 10 more or 10 less than a given three-digit number and find 100 more or 100 less than a given three-digit number.
Taught inTen more, a hundred more Ten more past a hundred
2.NR.2.3
Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 4 more
2.NR.2.4
Fluently add and subtract within 100 using 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

Operations and Algebraic Thinking

2.NR.2.1
Fluently add and subtract within 20 using a variety of mental, part-whole strategies.
Taught inA fact you know beats counting Subtraction is a missing part Make a ten to add Doubles and near doubles
2.NR.3.1
Determine whether a group (up to 20) has an odd or even number of objects. Write an equation to express 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.NR.3.2
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
2.PAR.4.1
Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction.
Taught inPatterns from a rule Position is not value
2.PAR.4.2
Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20.
Taught inPatterns from a rule Position is not value

Measurement and Data

2.MDR.5.1
Construct simple measuring instruments using unit models. Compare unit models to rulers.
Taught inMeasuring with a ruler Start at zero Count the inches, not the marks Pick the tool and the unitand 3 more
2.MDR.5.2
Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.
Taught inMeasuring with a ruler Start at zero Count the inches, not the marks Pick the tool and the unitand 4 more
2.MDR.5.3
Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.
Taught inHow much longer?
2.MDR.5.4
Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Taught inTally marks and tables Making a bar graph Name each count One picture can stand for moreand 3 more
2.MDR.5.5
Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.
Taught inAdding by jumps Count up to subtract
2.MDR.6.1
Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.
Taught inTime to five minutes Short hand, long hand Almost the next hour Half past and quarter afterand 2 more
2.MDR.6.2
Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately.
Taught inBigger coin, not bigger value Counting coins Money word problems Making changeand 3 more

Geometry

2.GSR.7.1
Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes.
Taught inNaming flat shapes Turned, still a square Count sides, not looks Sorting shapesand 1 more
2.GSR.7.2
Identify at least one line of symmetry in everyday objects to describe each object as a whole.
Taught inNot every half is a mirror More sides, not more lines Lines of symmetry
2.GSR.7.3
Partition circles and rectangles into two, three, or four equal shares. Identify and describe equal-sized parts of the whole using fractional names (“halves,” “thirds,” “fourths”, “half of,” “third of,” “quarter of,” etc.).
Taught inHalves, thirds, and fourths Same size, different shapes Equal without matching Equal parts only
2.GSR.7.4
Recognize that equal shares of identical wholes may be different shapes within the same whole.
Taught inHalves, thirds, and fourths Same size, different shapes Equal without matching Equal parts only

All Georgia grades

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