Missouri Learning Standards

Missouri 2nd grade math standards

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

Number and Operations in Base Ten

2.NBT.A.1
Understand three-digit numbers are composed of hundreds, tens and ones.
Taught inWhat is a digit worth?Many names for one number New names, same number
2.NBT.A.2
Understand that 100 can be thought of as 10 tens – called a “hundred”.
Taught inWhat is a digit worth?Many names for one number New names, same number
2.NBT.A.3
Count within 1000 by 1s, 10s and 100s starting with any number.
Taught inSkip-count past a hundred
2.NBT.A.4
Read and write numbers to 1000 using number names, base-ten numerals and expanded form.
Taught inNumbers to 1,000 three ways What is a digit worth?Zero holds the tens place Many names for one numberand 1 more
2.NBT.A.5
Compare two three-digit numbers using the symbols >, = or <.
Taught inComparing three-digit numbers Same digits, different places Plot and order on a number line Read the line's labels
2.NBT.B.6
Demonstrate fluency with addition and subtraction within 100.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 4 more
2.NBT.B.7
Add up to four two-digit numbers.
Taught inAdd four numbers
2.NBT.B.8
Add or subtract within 1000, and justify the solution.
Taught inAdding to 1,000 Subtracting to 1,000 Subtraction does not turn around Trade only when you need to
2.NBT.B.9
Use the relationship between addition and subtraction to solve problems.
Taught inAdding tens and ones Ten ones make a ten Trade a ten for ten ones Adding by jumpsand 5 more
2.NBT.B.10
Add or subtract mentally 10 or 100 to or from a given number within 1000.
Taught inTen more, a hundred more Ten more past a hundred
2.RA.B.2.a
Count by 2s to 100 starting with any even number.
Taught inSkip-count past a hundred Counting on and back to 120 The end of a row Skip counting by 2s and 5s

Operations and Algebraic Thinking

2.NBT.C.11
Write and solve problems involving addition and subtraction within 100.
Taught inTwo-step word problems A story for an equation The total is already there Act out the storyand 3 more
2.RA.A.1
Demonstrate fluency with addition and subtraction within 20.
Taught inA fact you know beats counting Subtraction is a missing part Make a ten to add Doubles and near doubles
2.RA.B.3
Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent 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.RA.B.2.b
Express even numbers as pairings/groups of 2, and write an expression to represent the number using addends of 2.
Taught inEven or odd?Even numbers end the same way Doubles are always even
2.RA.B.2.c
Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends.
Taught inEven or odd?Even numbers end the same way Doubles are always even

Geometry

2.GM.A.2
Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.
Taught inRows and columns of squares
2.GM.A.1.a
Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes.
Taught inNaming flat shapes Turned, still a square Count sides, not looks Sorting shapesand 1 more
2.GM.A.1.b
Identify the faces of three-dimensional objects.
Taught inNaming flat shapes Turned, still a square Count sides, not looks Sorting shapesand 3 more
2.GM.A.3.a
Demonstrate that equal shares 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 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
Analyze the results of measuring the same object with different units.
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 to determine how much longer one object is than another.
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 involving lengths that are given in the same units.
Taught inLength word problems How much did it grow?
2.GM.C.9
Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line.
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
Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock.
Taught inTime to five minutes Short hand, long hand Almost the next hour Half past and quarter afterand 1 more
2.GM.D.12
Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using and ¢ appropriately.
Taught inBigger coin, not bigger value Counting coins Money word problems Making change
2.GM.D.13
Find combinations of coins that equal a given amount.
Taught inBigger coin, not bigger value Counting coins Money word problems Making change
2.DS.A.1
Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers.
Taught inMeasure, then plot
2.DS.A.2
Generate measurement data to the nearest whole unit, and display the data in a line plot.
Taught inMeasure, then plot
2.DS.A.3
Draw a picture graph or a bar graph to represent a data set with up to four categories.
Taught inTally marks and tables Making a bar graph Name each count One picture can stand for moreand 3 more
2.DS.A.4
Solve problems using information presented in line plots, picture graphs and bar graphs.
Taught inTally marks and tables Making a bar graph Name each count One picture can stand for moreand 4 more
2.DS.A.5
Draw conclusions from line plots, picture graphs and bar graphs.
Taught inTally marks and tables Making a bar graph Name each count One picture can stand for moreand 4 more

All Missouri grades

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