Curriculum for Grade 2

Students extend their understanding of addition and subtraction within 20. Use of base-10 blocks reinforces the concept of a "ten" to build place value understanding. Students move quickly from concrete models to more abstract equations. Students build their fluency with addition and subtraction facts, including those across a 10, by modeling the underlying concept of exchanging and memorizing number bonds of 10.

Students add and subtract with exchanging as represented by crossing a ten on the number line or making/breaking rods with base-10 blocks. Students use strategies such as "resting" on a round number to add or subtract across a ten or using 10 in place of 8 or 9 and adjusting their answer. Students build their fluency with +/- facts within 20. They work with equations with three addends.

Students learn the basic principles of linear measure. They measure objects and line segments arranged horizontally, vertically, and randomly. They practice with increasingly abstract units of measure, from real objects to bricks to isolated centimeters to a centimeter ruler. Students learn to align an object to 0 on the ruler to measure length.

Students explore the ruler to relate millimeters to centimeters. They then convert among millimeters, centimeters, decimeters, and meters using real objects as a frame of reference.

Students apply their understanding of measurement to add and subtract lengths using a ruler. They solve the problems of measuring objects that aren't aligned to 0 on the ruler as well as objects that exceed the length of the ruler by using addition and subtraction.

Students apply their counting and place value skills to three-digit numbers to 200. They reinforce their understanding of a hundred using the base-10 flat, place value cards, and a set of filled ten-frames.

Students apply their counting, reading, and place value skills to three-digit numbers. Students use the hundred chart as well as vertical and horizontal number lines to count forward and backward, identify missing numbers, and identify number names. Students address the challenging skill of counting across tens within a hundred and across a hundred. They strengthen their conceptual understanding of counting patterns and their ability to count mentally in the hundreds.

Students rely on solid place value understanding to focus on the relationship between a three-digit number and its constituent parts. They strengthen their recognition of written number names and begin working with numbers that have placeholder zeros.

Students are introduced to the thousand cube base-10 block as they build their concept of a thousand. They also explore the relationships between ones, tens, hundreds, and thousands as well as the count sequence using familiar representations.

Students develop their deep understanding of place value to compare and order three-digit numbers. They master common pitfalls, such as placeholder zeros and transposed numbers. Students move from using base-10 models and place value cards to visual recognition of number order and place value.

Students apply their knowledge of place value to compare numbers and complete counting patterns. They use multiple representations (base-10 blocks, numbered disks, and the number line) to support understanding, paying particular attention to working across place values.

Students practice strategies for solving 2-digit +/- problems with and without exchanging. They apply their knowledge of place value, addition and subtraction, and number flexibility to solve equations and non-traditional problems using familiar representations (base-10 blocks, place value cards, hundred chart, and equations). Using concrete manipulatives, they begin to solve problems that require exchanging.

Students use familiar manipulatives to guide them into using column addition with understanding. They begin by using the strategy of adding all tens and all ones and then combining the two. Then, they move into 2- and 3-digit column addition with and without exchanging ones for a ten.

Students use familiar manipulatives to guide them into using column subtraction with understanding. Students learn to determine whether or not an exchange is needed and, if so, how to do so with understanding. Then, they move into 2- and 3-digit column subtraction with and without exchanging a ten for ones.

Students build on their understanding of column addition and exchanging to move into the hundreds place. Disk models and step-by step prompting help ensure conceptual understanding and procedural fluency. A gradual release model helps students become independent with these multi-step problems.

Students build on their understanding of column subtraction and exchanging to move into the hundreds place. Step-by step prompting helps ensure conceptual understanding and procedural fluency. A gradual release model helps students become independent with these multi-step problems.

Students work with 2- and 3-digit round numbers to develop strategies for mental addition and subtraction. The first strategy teaches them to add on/subtract to the nearest hundred and then add on/subtract what's left. The second strategy teaches students to add on/subtract all of the hundreds and then add on/subtract all of the tens. Both strategies are supported by manipulatives such as a disk model and number line.

Students use column addition to add 3-digit numbers with one or more exchanges. A gradual release model helps students become independent with these multi-step problems.

Students use column subtraction to subtract 3-digit numbers with one or more exchanges. A gradual release model helps students become independent with these multi-step problems.

Students work with identical real-world objects to form equal groups given either the number of groups or the number of objects to put in each group. They also determine the number of groups, the number of objects in each group, and the total number of objects. Students relate repeated addition number sentences to visual representations of equal groups.

Students work with abstract objects in arrays to determine number of columns/rows, number of objects in each column/row, and total number of objects. They use repeated addition to represent arrays, looking at an array both as a set of rows and a set of columns.

Students move from a collection of objects arranged in an array to arrays composed of a grid of squares. As in the previous topic, they determine the number of objects in each column/row and the total number of objects, as well as using repeated addition to represent the array.