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California Standards

California 2nd Grade Math Standards

All 27 California math standards for 2nd grade, each explained in plain English. Where California uses the Common Core wording, it is one click away; California's own additions are explained in our words.

27 standards

Operations and Algebraic Thinking

4 standards
2.OA.1
Solve one- and two-step word problems within 100 by adding and subtracting, with the unknown in any position, like 25 + ? = 60.
Official wording
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.
Common Core 2.OA.1
2.OA.2
Add and subtract within 20 in their head, and know every sum of two one-digit numbers by heart.
Official wording
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Common Core 2.OA.2
2.OA.3
Tell whether a group of up to 20 objects is odd or even, and write an even number as a double, like 8 = 4 + 4.
Official wording
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 2s; write an equation to express an even number as a sum of two equal addends.
Common Core 2.OA.3
2.OA.4
Find the total in an array of up to 5 rows and 5 columns by adding equal rows, like 3 + 3 + 3 + 3 = 12.
Official wording
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.
Common Core 2.OA.4

Number and Operations in Base Ten

10 standards
2.NBT.1
Know what each digit of a three-digit number is worth, like 347 is 3 hundreds, 4 tens and 7 ones, and that 100 is a bundle of ten tens.
Official wording
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:a100 can be thought of as a bundle of ten tens—called a “hundred.”bThe 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).
Common Core 2.NBT.1
2.NBT.2
Count up to 1,000 from any number and skip-count by twos, fives, tens and hundreds, like 2, 4, 6 or 250, 260, 270.
2.NBT.3
Read and write numbers to 1000 as digits, in words, and in expanded form, like 426 as 400 + 20 + 6.
Official wording
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Common Core 2.NBT.3
2.NBT.4
Compare two three-digit numbers by their hundreds, tens and ones, and record the answer with >, = or <.
Official wording
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Common Core 2.NBT.4
2.NBT.5
Add and subtract within 100 quickly and accurately, using place value and the link between addition and subtraction.
Official wording
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core 2.NBT.5
2.NBT.6
Add up to four two-digit numbers at once, like 23 + 45 + 12 + 30, by grouping tens and ones.
Official wording
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Common Core 2.NBT.6
2.NBT.7
Add and subtract within 1000 with models and drawings, working hundreds with hundreds and tens with tens, and regrouping when needed.
Official wording
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.
Common Core 2.NBT.7
2.NBT.7.1
Make sensible estimates while solving problems, like rounding 38 + 41 to 40 + 40 to see that the sum is close to 80.
2.NBT.8
Add or subtract 10 or 100 in their head from any number between 100 and 900, like 540 + 100 = 640.
Official wording
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Common Core 2.NBT.8
2.NBT.9
Explain why an adding or subtracting strategy works, not just that it gets the right answer.
Official wording
Explain why addition and subtraction strategies work, using place value and the properties of operations.
Common Core 2.NBT.9

Measurement and Data

10 standards
2.MD.1
Pick the right tool, like a ruler, yardstick, meter stick or measuring tape, and measure how long an object is.
Official wording
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Common Core 2.MD.1
2.MD.2
Measure the same object in two different units, like inches and centimeters, and explain why the smaller unit gives a bigger number.
Official wording
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.
Common Core 2.MD.2
2.MD.3
Make a sensible guess at a length in inches, feet, centimeters or meters before measuring it.
Official wording
Estimate lengths using units of inches, feet, centimeters, and meters.
Common Core 2.MD.3
2.MD.4
Measure two objects and say how much longer one is than the other, like 3 inches longer.
Official wording
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Common Core 2.MD.4
2.MD.5
Solve word problems about lengths in the same unit by adding and subtracting within 100, with drawings and equations to help.
Official wording
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.
Common Core 2.MD.5
2.MD.6
Show whole numbers as lengths from 0 on a number line, and use the number line to add and subtract within 100.
Official wording
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.
Common Core 2.MD.6
2.MD.7
Read and write clock times to the nearest five minutes with a.m. and p.m., and know facts like 60 minutes in an hour and 52 weeks in a year.
2.MD.8
Count up coins and dollar bills to solve money word problems, like 2 dimes and 3 pennies make 23¢, and write amounts with $ and ¢.
Official wording
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?
Common Core 2.MD.8
2.MD.9
Measure several objects to the nearest whole unit and show the results on a line plot.
Official wording
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.
Common Core 2.MD.9
2.MD.10
Draw picture graphs and bar graphs with up to four categories, and use a bar graph to answer how many more or how many in all.
Official wording
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.
Common Core 2.MD.10

Geometry

3 standards
2.G.1
Recognize and draw shapes by their features, like a shape with five angles, and name triangles, quadrilaterals, pentagons, hexagons and cubes.
Official wording
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Common Core 2.G.1
2.G.2
Split a rectangle into rows and columns of equal squares and count how many squares there are.
Official wording
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Common Core 2.G.2
2.G.3
Cut circles and rectangles into halves, thirds and fourths, and know that equal shares of the same whole can have different shapes.
Official wording
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.
Common Core 2.G.3

The official California documents

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations. Where California uses the Common Core wording it is shown under the Common Core license; California's own additions are explained in our words, and their official wording is in California Department of Education's documents above.