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New York Standards

New York 2nd Grade Math Standards

All 31 New York math standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

31 standards

Operations and Algebraic Thinking

7 standards
Represent and solve problems involving addition and subtraction.
NY-2.OA.1a
Solve one-step word problems within 100 about joining, taking away, combining, splitting, or comparing, with the unknown in any spot.
Official wording
Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
NY-2.OA.1b
Begin solving two-step word problems within 100, like finding how many stickers are left after buying some and then giving some away.
Official wording
Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
Add and subtract within 20.
NY-2.OA.2a
Add and subtract within 20 quickly in their heads with strategies like counting on, making ten, breaking numbers apart, and using known facts.
Official wording
Fluently add and subtract within 20 using mental strategies. Strategies could include: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums.
NY-2.OA.2b
Recall every sum of two one-digit numbers from memory, like 7 + 8 = 15 or 9 + 6 = 15.
Official wording
Know from memory all sums within 20 of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
NY-2.OA.3a
Decide whether a group of up to 20 objects is odd or even, like pairing them up to see if one is left over.
Official wording
Determine whether a group of objects (up to 20) has an odd or even number of members.
NY-2.OA.3b
Write an even number as the sum of two equal numbers, like 12 = 6 + 6.
Official wording
Write an equation to express an even number as a sum of two equal addends.
NY-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
Understand place value.
NY-2.NBT.1
Explain that a three-digit number is made of hundreds, tens, and ones, seeing 100 as ten tens and 300 as three hundreds with no tens or ones.
Official wording
Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones.aUnderstand 100 can be thought of as a bundle of ten tens, called a “hundred.”bUnderstand 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).
NY-2.NBT.2
Count up to 1000 from any starting number, and skip-count by 5s, 10s and 100s, like 300, 400, 500.
Official wording
Count within 1000; skip-count by 5s, 10s, and 100s.
Common Core 2.NBT.2
NY-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
NY-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
Use place value understanding and properties of operations to add and subtract.
NY-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
NY-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
NY-2.NBT.7a
Add and subtract within 1,000 using models, drawings, and place value strategies, and show the strategy with words, pictures, or numbers.
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 representation. Note: A written representation is any way of showing a strategy using words, pictures, or numbers.
NY-2.NBT.7b
Explain that adding or subtracting three-digit numbers means working hundreds with hundreds, tens with tens, and ones with ones, regrouping when needed.
Official wording
Understand that in adding or subtracting up to 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.
NY-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
NY-2.NBT.9
Explain why their adding and subtracting strategies work using place value and number properties, with drawings or objects to help.
Official wording
Explain why addition and subtraction strategies work, using place value and the properties of operations. Note: Explanations may be supported by drawings or objects.

Measurement and Data

11 standards
Measure and estimate lengths in standard units.
NY-2.MD.1
Measure length to the nearest whole unit by picking the right tool, like a ruler, yardstick, meter stick, or measuring tape.
Official wording
Measure the length of an object to the nearest whole by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NY-2.MD.2
Measure one object twice with different units, like inches and feet, and explain why the smaller unit gives a bigger number.
Official wording
Measure the length of an object twice, using different “length units” for the two measurements; describe how the two measurements relate to the size of the unit chosen.
NY-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
NY-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
Relate addition and subtraction to length.
NY-2.MD.5
Solve word problems within 100 about lengths in the same unit, like adding two ribbon lengths given in inches.
Official wording
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
NY-2.MD.6
Mark whole numbers on a number line as distances from zero, and show sums and differences within 100 as jumps along it.
Official wording
Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line.
Work with time and money.
NY-2.MD.7
Tell and write time to the nearest five minutes on analog and digital clocks, using a.m., p.m., and phrases like quarter past and quarter to.
Official wording
Tell and write time from analog and digital clocks in five minute increments, using a.m. and p.m. Develop an understanding of common terms, such as, but not limited to, quarter past, half past, and quarter to.
NY-2.MD.8a
Count a mix of coins worth up to one dollar in all, like 2 quarters, 3 dimes, and 4 pennies making 84¢.
Official wording
Count a mixed collection of coins whose sum is less than or equal to one dollar.
NY-2.MD.8b
Solve money problems up to one dollar with quarters, dimes, nickels, and pennies, and write the answers with the cent sign.
Official wording
Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol appropriately.
Represent and interpret data.
NY-2.MD.9
Measure several objects, or one object several times, to the nearest whole unit, and show the results on a line plot marked in whole units.
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. Present the measurement data in a line plot, where the horizontal scale is marked off in whole-number units.
NY-2.MD.10
Make picture graphs and bar graphs with a scale of one for data in up to four categories, and solve combining and comparing problems from them.
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 picture graph or a bar graph.

Geometry

3 standards
Reason with shapes and their attributes.
NY-2.G.1
Sort flat shapes into polygons and non-polygons, like a triangle is a polygon but a circle is not.
Official wording
Classify two-dimensional figures as polygons or non-polygons.
NY-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
NY-2.G.3
Cut circles and rectangles into 2, 3, or 4 equal parts, call them halves, thirds, or fourths, and see that equal parts 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. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

The official New York documents

New York State Next Generation Mathematics Learning Standards, Copyright 2017, New York State Education Department, used with permission.

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, shown beside the official wording. They are not part of the standards.