Mississippi College and Career Readiness Standards for
Mathematics Scaffolding Document
Grade 2
September 2016 Page 1 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction
2.OA.1
Use addition and
subtraction within 100
to solve one-and two-
step word problems
involving situations of
adding to, taking from,
putting together,
taking apart, and
comparing, with
unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.
Desired Student Performance
A student should know
• Know what the symbols <, >,
=, +, - mean.
• Add and subtract.
• Find unknowns with single-
digit addition and subtraction.
• Compare numbers.
• Make numbers equal.
• Modeling equations with
drawings.
• Solve one-step word
problems.
• Use part and whole
relationships.
A student should understand
• Joining parts to make a
whole is one interpretation
of addition.
• Subtraction number
sentences can be used to
show separating parts from
a whole or comparison
subtraction situations.
• Addition and subtraction
have an inverse
relationship.
• How to model draw a
situation.
• How to write an equation
for a situation. The answer
to one problem or question
is needed to find the
answer to another problem
or question.
• Model addition of numbers
within 100 with
objects/pictures.
• Model subtraction of
numbers within 100 with
objects/pictures.
• Add two numbers within 100
using equations
with/symbols or variable for
the unknown.
• Subtract two numbers within
100 using equations
with/symbols or variable for
the unknown.
• Solve one- and two-step
word problems and compare
numbers to find the
unknown.
• Create addition/subtraction
with 100 using
objects/pictures.
September 2016 Page 2 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction
2.OA.2
Fluently add and
subtract within 20
using mental
strategies. By end of
Grade 2 know from
memory all sums of
two one-digit
numbers.
Desired Student Performance
A student should know
• Use mental strategies for
adding and subtracting.
• Use part-whole relationships.
• Add and subtract fluently
within 10.
A student should understand
• How compensation works.
• Addition and subtraction
using place value.
• Ten 1s makes a bundle
called a 10.
• Add fluently within 20 using
mental strategies.
• Subtract fluently within 20
using mental strategies.
• Memorize the sums of one-
digit numbers.
• Find sums by making 10
when adding.
September 2016 Page 3 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction
2.OA.3
Determine whether a
group of objects (up
to 20) has an odd or
even number of
members, e.g., by
pairing objects or
counting them by 2’s;
write an equation to
express an even
number as a sum of
two equal addends.
Desired Student Performance
A student should know
• Write an equation or
number sentence.
• Add numbers to 20.
A student should understand
• Some numbers can be
divided into two equal
parts (even numbers)
and some cannot (odd
numbers).
• Even numbers, when
modeled, will each have a
pair.
• Odd numbers, when
modeled, will have one
object without a pair.
A student should be able to do
• Tell if a number is even or
odd.
• Count by twos.
• Determine if a group of
objects is even or odd.
• Create an equation that
shows an even number as
a sum of doubles.
September 2016 Page 4 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction
2.OA.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.
Desired Student Performance
A student should know
• Use repeated addition to
count groups. Using a
model to represent addition
of whole numbers.
• Use a model to represent
addition of whole numbers.
A student should understand
• Repeated addition
involves joining equal
groups.
• An array involves joining
equal groups and is one
way to think about
repeated addition.
• Information in a problem
can often be shown
using a diagram and
used to solve the
problem.
A student should be able to do
• Model addition to write
number sentences.
• Build arrays to model
repeated addition.
• Use addition to solve
problems.
September 2016 Page 5 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Understand place value
2.NBT.1
Understand that the
three digits of a three-
digit number represent
amounts of hundreds,
tens, and ones; e.g.,
706 equals 7
hundreds, 0 tens, and
6 ones. Understand
the following as
special cases:
a. 100 can be thought
of as a bundle of
ten tens — called a
“hundred.”
b. The numbers 100,
200, 300, 400, 500,
600, 700, 800, 900
refer to one, two,
three, four, five, six,
seven, eight, or
nine hundreds (and
0 tens and 0 ones).
Desired Student Performance
A student should know
• Model place value of ones,
tens, and hundreds.
Recognize the value of a
digit.
• Use two-digit numbers
represent tens and ones.
• Make a bundle of 10 ones.
• Know the numbers 10, 20,
30, 40, 50, 60, 70, 80, 90
refer to one, two, three,
four, five, six, seven, eight,
or nine tens and 0 ones.
A student should understand
• Ten ones is equal to 1
ten.
• A bundle of 10 tens
equals a hundred.
• Place value is
foundational to all other
mathematics.
• Place value shows the
value of digits.
A student should be able to do
• Read a three-digit number.
• Understand the values in
each place of the three-
digit number.
• Create a three-digit
number using place-value
models.
• Exchange ten tens for a
hundred.
September 2016 Page 6 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Understand place value
2.NBT.2
Count within 1000;
skip-count by 5s
starting at any number
ending in 5 or 0. Skip-
count by 10s, and
100s starting at any
number.
Desired Student Performance
A student should know
• Find numbers that are a
given number more than or
less than a number helps to
understand the size and
order of numbers.
• Count to 120.
• Counting to nickels.
• Counting to dimes.
A student should understand
• Skip counting is a
predictable pattern of
counting.
• Skip counting is a repeated
pattern.
• How to use or create a
number line or chart to
model skip counting. When
counting by a number, you
don’t say the numbers in
between.
• Counting and place-value
patterns can be seen on a
hundreds charts.
• Skip counting by 10’s will
affect the tens place.
• Skip counting by 100’s will
affect the hundreds place.
A student should be able to do
• Use a hundreds chart to
help describe the position of
a number in relation to
another number.
• Identify and apply number
patterns.
• Identify the number that
comes next in a given
pattern.
• Solve problems by finding
number patterns.
• Continue a skip counting
pattern.
September 2016 Page 7 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Understand place value
2.NBT.3
Read and write
numbers to 1000
using base-ten
numerals, number
names, and expanded
form.
Desired Student Performance
A student should know
• Know numbers greater
than 20 use a hyphen when
written out in word form
(e.g., twenty-one).
• Use the place-value
system.
• Read and write numerals to
120.
A student should understand
• Numbers can be used to
tell how many.
• Some numbers can be
written by joining
number words.
• The relationship
between base ten and
place value.
• Expanded form is based
on breaking the number
down by place value.
• A number can be written
in multiple ways, but
have the same value.
A student should be able to do
• Read and write number
words for numbers 0–1000.
• Identify and record three-
digit numbers in expanded
form, standard form, and
number word form.
• Model three-digit numbers
using base ten.
September 2016 Page 8 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Understand place value
2.NBT.4
Compare two three-
digit numbers based
on meanings of the
hundreds, tens, and
ones digits, using >, =,
< symbols to record
the results of
comparisons.
Desired Student Performance
A student should know
• Comparing two-digit
numbers.
• Counting to 120
A student should understand
• Place value can be used to
compare and order
numbers.
• Comparing numbers is
similar to ordering
numbers.
• The symbols <, >, and =
are used to compare two
numbers.
A student should be able to do
• Compare numbers with the
symbols <, >, or =.
• Order numbers from least
to greatest and greatest to
least.
• Use place value to
compare numbers.
September 2016 Page 9 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Use place value understanding and properties of operations to add and subtract
2.NBT.5
Fluently add and
subtract within 100
using strategies
based on place value,
properties of
operations, and/or the
relationship between
addition and
subtraction.
Desired Student Performance
A student should know
• Combine for addition.
• Take away for subtraction.
• Use properties of operations.
• Use a hundreds chart.
• Add within 100.
• How to choose the method in
which you will solve a
problem.
• Solve using the traditional
algorithm.
• Use vertical/place value
addition.
• Use horizontal addition.
• Mentally find 10 more and 10
less.
A student should understand
• The place value number
system.
• Adding tens is similar to
adding ones.
• Two-digit numbers can be
broken apart using tens and
ones and added in different
ways.
• Patterns on a hundreds chart.
• Subtracting groups of tens is
similar to subtracting
numbers less than 10.
• Ten ones can be regrouped
for 1 ten.
• One ten can be regrouped for
10 ones.
• Sums and differences can be
found using models, mental
math or paper and pencil.
A student should be able to do
• Identify and write numbers
that are 10 more and 10 less
than given numbers.
• Mentally add a one-digit
number to a two-digit number.
• Use models and algorithms
for addition and subtraction.
• Use mental math to add a
two-digit number to a two-
digit number.
• Find the missing part of
numbers within 100 by
“counting on” from the given
part.
• Regroup 1 ten as 10 ones
when subtracting.
• Regroup 10 ones as a ten.
S
eptember 2016 Page 10 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Use place value understanding and properties of operations to add and subtract
2.NBT.6
Add up to four two-
digit numbers using
strategies based on
place value and
properties of
operations.
Desired Student Performance
A student should know
• Know basic addition facts.
• Use knowledge of place-value
concepts.
• Use the commutative (order)
and associative (grouped)
properties.
• Model addition.
• Regroup.
A student should understand
• Three- and four two-digit
numbers can be grouped and
added in any order.
• Addition means combining
numbers.
• The value of digits change
depending on what place they
are in.
A student should be able to do
• Add 2 two-digit whole numbers
• Add 3 two-digit whole numbers
• Add 4 two-digit whole numbers
September 2016 Page 11 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Use place value understanding and properties off operations to add and subtract
2.NBT.7
Add and subtract within
1000, using concrete
models or drawings and
strategies based on
place value, properties
of operations, and/or the
relationship between
addition and
subtraction; relate the
strategy to a written
method. Understand
that in adding or
subtracting three-digit
numbers, one adds or
subtracts hundreds and
hundreds, tens and
tens, ones and ones;
and sometimes it is
necessary to compose
or decompose tens or
hundreds.
Desired Student Performance
A student should know
• Understand the connection
between addition and
subtraction to help master
subtraction facts and develop
mental math strategies.
• Use place-value addition and
subtraction.
• Use concrete models.
• Model drawing.
• Adding within 100.
• Composing and decomposing
numbers.
A student should understand
• There are a variety of ways to
add and subtract.
• There is more than one way
to do a calculation.
• The properties of operations.
• Adding and subtracting are
opposites.
• The process of composing and
decomposing numbers.
• That each digit has a value.
• How models can be used to
show patterns in sums. 5 + 3,
50 + 30, and 500 + 300.
A student should be able to do
• Use a strategy to add three-
digit numbers—model,
algorithm.
• Find the missing part of a
given quantity and one of its
parts by counting on or
counting back.
• Write and solve an equation
that is modeled.
• Model an equation that is
written.
• Add and Subtract three-digit
numbers by using an
algorithm that is connected to
a model or other strategy.
September 2016 Page 12 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Understand place value understanding and properties of operations to add and subtract
2.NBT.8
Mentally add 10 or 100
to a given number
100-900, and mentally
subtract 10 or 100
from a given number
100-900.
Desired Student Performance
A student should know
• Know basic facts and place-
value concepts are used to
find the sums and differences
for groups of tens and
hundreds mentally.
• Mentally add and subtract
single-digit numbers.
• Find 10 more or 10 less than
a number mentally.
A student should understand
• Adding or subtracting
hundreds or tens is similar to
adding or subtracting single-
digit numbers.
• When the place value is 0,
the number being added to or
subtracted from will stay the
same.
• . Adding or subtracting 10 from
a number, the ones digit stays
the same.
• Adding or subtracting 100 to a
number, the tens and ones
stay the same.
A student should be able to do
• Add and subtract 10 and 100
to and from two-digit numbers
using mental math.
• Add and subtract 10 or 100 to
and from three-digit numbers
using mental math.
September 2016 Page 13 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Numbers and Operation in Base Ten
Use place value understanding and properties of operations to add and subtract
2.NBT.9
Explain why addition
and subtraction
strategies work, using
place value and the
properties of
operations.
Desired Student Performance
A student should know
• Use the base-ten system
using 10 ones to regroup for a
ten, 10 tens to regroup for a
hundred.
• Use place value to show
regrouping actually involves
an exchange of objects.
• Use properties of operations.
A student should understand
• The properties for operations.
• The place-value system.
• Addition and subtraction are
opposites.
• Composing and decomposing
numbers.
A student should be able to do
• Use models to add and
subtract using place value
and explain the process of
composing and decomposing
numbers with and without
regrouping.
• Use pictures to add and
subtract using place value
and explain the process of
composing and decomposing
numbers with and without
regrouping.
• Use algorithms to add and
subtract using place value
and explain the process of
composing and decomposing
numbers with and without
regrouping.
September 2016 Page 14 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Measure and estimate lengths in standard units
2.MD.1
Measure the length of
an object by selecting
and using appropriate
tools such as rulers,
yardsticks, meter
sticks, and measuring
tapes.
Desired Student Performance
A student should know
• Identify an attribute, such
as length or weight, of the
object being measured.
• How to count the number of
units contained in the
object to be measured.
• How to line up the item to
be measured with a ruler
on the zero.
• How to measure in whole
number lengths.
A student should understand
• The length of objects is
measurable.
• A standard unit, such as
an inch or centimeter, is
always the same length.
• The length spans from
one end of an object to
the other.
• Measurement is the
iteration of a unit.
• How to read a ruler is
similar to a number line
A student should be able to do
• Measure different lengths.
• Measure using different
tools.
• Choose the appropriate
tool for measurement.
• Measure items in different
units.
• Measure accurately and
reasonably quickly.
September 2016 Page 15 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Measure and estimate lengths in standard units
2.MD.2
Measure the length of
an object twice, using
length units of
different lengths for
the two
measurements;
describe how the two
measurements relate
to the size of the unit
chosen.
Desired Student Performance
A student should know
• Measure length.
• Measure using different
units.
• How to discuss differences
in length and units.
A student should understand
• Measurement is a
process of comparing a
unit to the object being
measured.
• The length of any object
can be used as a
measurement unit for
length.
• Objects can be
measured using more
than one unit.
• Use different units to
measure objects.
• The longer an object is
the greater the number
of units there will be.
• The smaller the unit is
the greater number of
units there will be.
A student should be able to do
• Measure the same object
with different units.
• Discuss the similarities
and differences in the
measurements.
• Discuss how the different
lengths of objects
compare to the different
units of measure.
September 2016 Page 16 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Measure and estimate lengths in standard units
2.MD.3
Estimate lengths
using units of inches,
feet, centimeters, and
meters.
Desired Student Performance
A student should know
• Measure in whole numbers.
• Compare the lengths of two
objects.
• The approximate size of
inches, feet, centimeters,
and meters.
A student should understand
• “Estimate” is the word used
that means “about” or “an
educated guess.”
• When you don’t have a tool
to measure exact length,
you can estimate.
• You can use objects similar
to units of measurement to
make estimates (e.g.,
thumb).
• A process of estimation and
why it is useful.
A student should be able to do
• Estimate and measure
lengths using units of
inches or feet. centimeters,
and meters.
• Estimate using objects
similar to units for
measurement.
• Measure using appropriate
tools after they estimate
and compare.
September 2016 Page 17 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Measure and estimate lengths in standard units
2.MD.4
Measure to determine
how much longer one
object is than another,
expressing the length
difference in terms of
a standard length unit.
Desired Student Performance
A student should know
• Subtract numbers.
• Measure.
• Count up to find the
difference.
• Compare lengths indirectly,
using a third object.
A student should understand
• The length of two
objects can be
compared.
• The length of two
objects can be
measured visually.
• When measuring two
objects, measure both
objects in the same unit
to determine difference
in length unit.
A student should be able to do
• Determine which length is
longer.
• Determine which length is
shorter.
• Measure to compare length
and express the length
difference in a standard
length unit.
• Determine the differences
in measurement.
September 2016 Page 18 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Related addition and subtraction to length
2.MD.5
Use addition and
subtraction within 100
to solve word
problems involving
lengths that are given
in the same units, e.g.,
by using drawings
(such as drawings of
rulers) and equations
with a symbol for the
unknown number to
represent the
problem.
Desired Student Performance
A student should know
• Use regrouping.
• Add and subtract one and
two digit numbers.
• Compare numbers based
on the number of tens and
ones.
• Solve word problems.
A student should understand
• Measurements in the
same unit can be added
or subtracted in the
same way as adding and
subtracting whole
numbers.
• The unit needs to be
written with the sum or
difference.
• Adding is similar to
continuing iteration.
• When you have a
missing number in an
equation, you can use a
symbol.
A student should be able to do
• Use addition and
subtraction to solve
measurement word
problems.
• Use drawings to model
word problems.
• Use symbols for
“unknowns,” when writing
equations for word
problems.
September 2016 Page 19 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Relate addition and subtraction to length
2.MD.6
Represent whole
numbers as lengths
from 0 on a number
line diagram with
equally spaced points
corresponding to the
numbers 0, 1, 2, …,
and represent whole –
number sums and
differences within 100
on a number line
diagram.
Desired Student Performance
A student should know
• How to model addition on a
number line.
• How to model subtraction
on a number line.
• Count to 100.
• Addition and subtraction.
A student should understand
• Sums can be
represented as lengths
on a number line.
• Differences can be
represented as lengths
on a number line.
• Number lines can be
models or diagrams of
addition and subtraction.
A student should be able to do
• Use a number line to
model one- and two-digit
addition.
• Use a number line to
model one- and two-digit
subtraction.
September 2016 Page 20 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Work with time and money
2.MD.7
Tell and write time
from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.
Desired Student Performance
A student should know
• Counting by 5s.
• How to count on from a
given number.
• Count on from a given
number by 5s.
• Count nickels.
• Tell and write time in hours
and half hours on an
analog and digital clock.
A student should understand
• Time can be given to the
nearest 5 minutes.
• Time can be expressed
before or after the hour.
• Numerals on an analog
clock face are in
increments of 5
minutes.
• The long hand represents
the minute on an analog
clock.
• On a digital clock, the
number to the left of the
colon is the hour; the one to
the right of the colon is the
minute.
• A.M. is before noon.
• P.M. is after noon
A student should be able to do
• Tell and write time from a
digital and/or analog clock.
• Write the time to the
nearest 5 minutes and use
a.m. or p.m.
September 2016 Page 21 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Work with time and money
2.MD.8a
Solve word problems
involving dollar bills,
quarters, dimes,
nickels, and pennies,
using $ and ₵
symbols
appropriately.
Example: If you have 2
dimes and 3 pennies,
how many cents do
you have?
Desired Student Performance
A student should know
• Adding two-digit numbers is
the same as adding cents
except for cent symbol or
the decimal and dollar sign.
• Subtracting two-digit
numbers is the same as
subtracting cents except for
adding either the cent
symbol or dollar sign and
decimal point.
• Identify the value of all U.S.
coins.
• Count U.S. coins up to
$1.00.
A student should understand
• Each coin has a unique
value.
• The size of the coin
does not indicate its
value.
• The same amount of
money can be
represented using
different combinations of
coins and bills.
• The relationship
between place value and
money.
A student should be able to do
• Identify the value of dollar
bills and coins.
• Add and subtract coins and
bills to find the total value.
• Add and subtract different
values of coins together.
• Solve word problems using
money.
September 2016 Page 22 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Work with time and money
2.MD.8b
Fluently use a
calendar to answer
simple real world
problems such as
“How many weeks are
in a year?” or “James
gets $5 allowance
every 2 months, how
much money will he
have at the end of
each year?”
Desired Student Performance
A student should know
• Know there are 7 days in a
week.
• Know the names of the
days of the week.
• Identify the days of the
week on a calendar.
• Identify the number of
weeks in each month.
• Know the names of the
months.
A student should understand
• Not every month has the
same number of weeks.
• Not every month has the
same number of days.
• A week doesn’t always
begin on Sunday.
A student should be able to do
• Answer recall questions
about increments of time
on a calendar.
• Use a calendar to solve
word problems.
September 2016 Page 23 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Represent and interpret data
2.MD.9
Generate
measurement data by
measuring lengths of
several objects to the
nearest whole unit, or
by making repeated
measurements of the
same object. Show
the measurements by
making a line plot,
where the horizontal
scale is marked off in
whole-number units.
Desired Student Performance
A student should know
• Organize data.
A student should understand
• A line plot can be used
as a visual
representation of the
relative lengths of
objects.
• A table is one way to
organize data.
• The objects that are the
longest are farthest right
on the line plot.
• The objects that are the
shortest in length are the
least value on the line
plot.
• How to organize a line
plot.
A student should be able to do
• How to measure objects.
• Make a line plot.
• How to graph on a line plot.
September 2016 Page 24 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
MEASUREMENT AND DATA
Represent and interpret data
2.MD.10
Draw a picture graph
and a bar graph (with
single-unit scale) to
represent a data set
with up to four
categories. Solve
simple put-together,
take-apart, and
compare problems
using information
presented in a bar
graph.
Desired Student Performance
A student should know
• Making graphs provides an
opportunity to count,
compare, add, subtract,
sequence, and classify
data.
• Drawing a model to
represent a situation.
• Adding and subtracting.
A student should understand
• Data can be organized
in different ways.
• The type of data can
determine the best
graph to be used to
represent it.
• Picture graphs and bar
graphs make it easy to
compare data.
• A symbol represents the
data.
• Graphs can represent
numerical data.
A student should be able to do
• Represent a set of data in
a picture graph and in a
bar graph.
• Draw and use pictographs
to solve problems.
• Solve simple addition and
subtraction problems
regarding the graph data.
• Solve comparison
problems regarding the
graph data.
September 2016 Page 25 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Geometry
Reason with shapes and their attributes
2.G.1
Recognize and draw
shapes having
specified attributes,
such as given number
of angles or given
number of equal
faces.
5
Identify
quadrilaterals,
pentagons, hexagons,
and cubes.
5
Sizes are compared directly or
visually, not compared by
measuring.
Desired Student Performance
A student should know
• Know the names and
faces of objects (e.g.
rectangles, squares,
trapezoids, triangles,
half-circles, and
quarter-circles).
• Know the names of
three-dimensional
shapes (e.g., cubes,
right rectangular
prisms, circular cones,
circular cylinders.)
• Combine shapes to
make new shapes.
• Decompose shapes
into other shapes.
• Build and draw shapes.
A student should understand
• The difference between
two- and three-
dimensional shapes.
• A shape can be
identified by the number
of sides, vertices, or
angles.
• Three-dimensional or
solid figures have a
length, width, and
height.
A student should be able to
• Recognize and draw two-
dimensional shapes
based on specific
attributes.
• Recognize and draw
three-dimensional
shapes based on specific
attributes.
• Describe the attributes of
shapes.
• Identify the number of
sides, angles, and
vertices.
• Identify triangle,
quadrilateral, pentagon,
hexagon, and cubes
based on attributes.
September 2016 Page 26 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Geometry
Reason with shapes and their attributes
2.G.2
Partition a rectangle
into rows and
columns of same-size
squares and count to
find the total number
of them.
Desired Student Performance
A student should know
• Partition rectangles into equal
squares.
• Know rows horizontal.
• Know columns vertical.
• Partitioning rectangles and
describing as halves, fourths,
and quarters.
• Counting.
A student should understand
• When you add rows and
columns, you get a sum.
• You can divide rectangles
up into smaller equal
shares.
• You can partition in more
parts than halves, fourths,
and quarters.
• Decomposing into equal
shares.
• The connection between
geometry and
measurement is finding the
area of a rectangle.
A student should be able to do
• Divide a rectangle into equal
rows and columns, and count
the total number of squares.
September 2016 Page 27 of 27
College- and Career-Readiness Standards for Mathematics
GRADE 2
Geometry
Reason with shapes and their attributes
2.G.3
Partition circles and
rectangles into two,
three, or four equal
shares, describe the
shares using the words,
halves, thirds, half of, a
third of, etc., and
describe the whole as
two halves, three thirds,
four fourths. Recognize
that equal shares of
identical wholes need
not have the same
shape.
Desired Student Performance
A student should know
• Know the concept of equal
parts.
• Know the meaning of half.
• Decompose into equal
shares makes smaller
shares.
• Model draw to make
fractions that represent
them.
A student should understand
• The equal-sized parts
have the same area but
do not necessarily have
the same shape.
• Naming of equal parts of
a whole using
terminology mentioned
in the standard (e.g.,
halves, thirds, half of, a
third of).
A student should be able to do
• Describe the terms:
halves, thirds, half of, a
third of, fourths, etc.
• Identify “equal shares.”
• Divide circles and
rectangles into two,
three, or four equal
shares.
• Demonstrate that equal
shares of identical
wholes do not need to
have the same shape.
• Partition shapes in equal
shares that do and do
not have the same
shape.