Grade 2 Goals

The Common Core standards for Grade 2 have been recast as a student-friendly list of goals, listed in the table below and available in this PDF. Click to open.

Click any square image in the table below to view a game card set for the goal. Click the blue button to visit Boom Learning for a self-checking activity with digital cards.

CCSS	Code	OPERATIONS & ALGEBRAIC THINKING
2.OA.A	2A1	Represent and solve problems involving addition and subtraction.
2.OA.1	2A11	Add and subtract within 100 to solve word problems about combining or separating.
2.OA.1	2A12	Add and subtract within 100 to solve word problems about comparing.
2.OA.1	2A13	Use objects or drawings to represent word problems.
2.OA.1	2A14	Use equations to represent word problems.
2.OA.B	2A2	Add and subtract within 20.
2.OA.2	2A21	Fluently add within 20 using mental strategies.
2.OA.2	2A22	Fluently subtract within 20 using mental strategies.
2.OA.2	2A23	Know from memory all sums of two one-digit numbers.
2.OA.C	2A3	Work with equal groups of objects to gain foundations for multiplication.
2.OA.3	2A31	Find out if a group of up to 20 objects is even or odd. Students should create groups of two. An even number makes pairs of objects with none left over.
2.OA.3	2A32	Express an even number as a sum of two equal addends. For example, 14 is 7 + 7.
2.OA.4	2A33	Add to find the number shown by an array with up to 5 rows and 5 columns. For example, the number for an array of 3 rows and 5 columns can be found by adding 5, 5, and 5.
2.OA.4	2A34	Write an equation for an array as a sum of equal addends.
CCSS	Code	NUMBER & OPERATIONS IN BASE TEN
2.NBT.A	2B1	Understand place value.
2.NBT.1	2B11	Understand that a three-digit number represents hundreds, tens, and ones. In Grade 1, students worked with two-digit numbers.
2.NBT.1a	2B12	Understand that a hundred is 10 tens.
2.NBT.1b	2B13	Understand that 100, 200, and so on refer to hundreds with 0 tens and 0 ones.
2.NBT.2	2B14	Count by 5s, 10s, and 100s within 1000.
2.NBT.3	2B15	Read and write numbers to 1000.
2.NBT.3	2B16	Represent numbers to 1000 as written numerals.
2.NBT.3	2B17	Write numbers to 1000 in expanded form. For example, 947 is 900 + 40 + 7.
2.NBT.4	2B18	Compare two 3-digit numbers using the symbols >, =, and <.
2.NBT.B	2B2	Use place value understanding and properties of operations to add and subtract.
2.NBT.5	2B21	Fluently add within 100 using various strategies. Students in Grade 1 added two 2-digit numbers, but fluency was NOT expected.
2.NBT.5	2B22	Fluently subtract within 100 using various strategies.
2.NBT.6	2B23	Add up to four 2-digit numbers using various strategies.
2.NBT.7	2B24	Add within 1000 using models or drawings.
2.NBT.7	2B25	Add within 1000 using place value strategies. For example, to add 452 and 130, students can start with 452 and count on 100 and then count on three 10s.
2.NBT.7	2B26	Subtract within 1000 using models or drawings.
2.NBT.7	2B27	Subtract within 1000 using place value strategies.
2.NBT.8	2B28	Mentally find 10 or 100 more or less than any three-digit number.
2.NBT.9	2B29	Explain why addition and subtraction strategies work.
CCSS	Code	MEASUREMENT & DATA
2.MD.A	2M1	Measure and estimate lengths in standard units.
2.MD.1	2M11	Measure in inches, feet, centimeters, and meters.
2.MD.2	2M12	Measure an object with two units and relate the measurements to the unit size. Students should see that measuring with larger units leads to a smaller number.
2.MD.3	2M13	Estimate lengths in inches, feet, centimeters, and meters. It is important for students to do a lot of measuring before having to estimate lengths.
2.MD.4	2M14	Measure to find out how much longer one object is than another. This problem type has not been common on prior sets of standards.
2.MD.B	2M2	Relate addition and subtraction to length.
2.MD.5	2M21	Use drawings and equations to solve word problems involving lengths.
2.MD.6	2M22	Represent sums and differences within 100 on a number line diagram. As take away, subtraction can be shown by starting at the mark for the first length and moving back by the second length. As comparison, mark both lengths and find the distance between.
2.MD.C	2M3	Work with time and money.
2.MD.7	2M31	Tell and write time to the nearest five minutes. In Grade 1, students tell time to the nearest half hour.
2.MD.7	2M32	Write times using a.m. and p.m.
2.MD.8	2M33	Solve word problems involving dollar bills and coins, using $ and ¢ symbols.
2.MD.D	2M4	Represent and interpret data.
2.MD.9	2M41	Make a line plot of measurement data, measured to nearest whole unit. Plotting data is important because a plot shows the data in order.
2.MD.10	2M42	Draw a bar graph with up to four categories.
2.MD.10	2M43	Draw a picture graph with up to four categories.
2.MD.10	2M44	Add or subtract to solve problems about data presented in a bar graph.
CCSS	Code	GEOMETRY
2.G.A	2G1	Reason with shapes and their attributes.
2.G.1	2G11	Draw shapes having a given number of angles or sides.
2.G.1	2G12	Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2	2G13	Partition a rectangle into squares and count the squares. For this problem type, provide rectangles with sides up to five units long that have a tick mark for each unit. Students should connect the tick marks to create a grid.
2.G.3	2G14	Partition circles and rectangles into two, three, or four equal shares. In Grade 1, students made two or four equal shares. Making three shares is a new problem type.
2.G.3	2G15	Describe shares using the words halves, thirds, half of, a third of, etc.
2.G.3	2G16	Recognize that equal shares need not have the same shape. For example, a square can be divided into four thin rectangles, four smaller squares, or two of each. All of these shares are equal.
	Goals were developed by Angie Seltzer. Highlighted parts are from Grade 2 CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.