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Oklahoma Standards

Oklahoma 2nd Grade Math Standards

All 36 Oklahoma math standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

36 standards

Numbers & Operations

17 standards
Compare and represent whole numbers up to 1,000 with an emphasis on place value and equality.
2.N.1.1
Show numbers up to 1,000 in many ways, like numerals, words, pictures, tally marks, number lines, and base ten blocks, and read, write, and talk about them.
Official wording
Read, write, discuss, and represent whole numbers up to 1,000. Representations should include, but are not limited to, numerals, words, pictures, tally marks, number lines, and manipulatives.
2.N.1.2
Place a number up to 100 on a blank number line by reasoning about nearby numbers, like 48 sits just left of 50.
Official wording
Use knowledge of number relationships to locate the position of a given whole number, up to 100, on an open number line.
2.N.1.3
Describe numbers from 10 to 1,000 as hundreds, tens, and ones in word, standard, and expanded form, knowing ten ones make a ten and ten tens a hundred.
Official wording
Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens, and ones, including written, standard, and expanded forms. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens.
2.N.1.4
Find 10 or 100 more and 10 or 100 less than any three-digit number, like 362 and 252 for 352.
Official wording
Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number.
2.N.1.5
Pair up objects to decide if a number is even or odd, like 7 leaves one without a partner.
Official wording
Use objects to determine whether a number is even or odd.
2.N.1.6
Round numbers up to 1,000 to the nearest ten or hundred using place value, and know when rounding makes sense in real life.
Official wording
Use place value understanding to round numbers to the nearest ten and nearest hundred (up to 1,000). Recognize when to round in real-world situations.
2.N.1.7
Compare and order numbers up to 1,000 using place value, words, and the symbols >, <, and =, like 518 > 499.
Official wording
Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800).
Add and subtract one- and two-digit numbers in real-world and mathematical problems.
2.N.2.1
Use how addition and subtraction undo each other to build fact families within 20, like 8 + 5 = 13 and 13 - 5 = 8.
Official wording
Use the relationship between addition and subtraction to generate basic facts with sums and minuends of up to 20.
2.N.2.2
Know addition and subtraction facts within 20 quickly and accurately, like 9 + 7 and 15 - 8.
Official wording
Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 20.
2.N.2.3
Estimate the answer to addition and subtraction problems up to 100, like 48 + 31 is about 80.
Official wording
Estimate sums and differences up to 100.
2.N.2.4
Add and subtract two-digit numbers with strategies and methods built on place value, like adding tens and ones separately.
Official wording
Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.
2.N.2.5
Solve addition and subtraction problems with whole numbers of one or two digits.
Official wording
Solve addition and subtraction problems involving whole numbers up to two digits.
2.N.2.6
Build early ideas of multiplication with equal groups, repeated addition, arrays, and ten frames, like 3 rows of 4.
Official wording
Use concrete models and structured arrangements, such as repeated addition, arrays, and ten frames to develop an understanding of multiplication.
Explore the foundational ideas of fractions.
2.N.3.1
Name the parts of a set or a shape that show halves, thirds, and fourths.
Official wording
Identify the parts of a set and area that represent fractions for halves, thirds, and fourths.
2.N.3.2
Make equal shares by fair sharing, splitting lengths, groups, and shapes into halves, thirds, and fourths.
Official wording
Construct equal-sized portions through fair sharing (length, set, and area models for halves, thirds, and fourths).
Determine the value of a set of coins.
2.N.4.1
Count the total of a group of coins worth up to a dollar and write it with the cent sign, like 67¢.
Official wording
Determine the value of a collection of coins up to one dollar using the cent symbol.
2.N.4.2
Choose coins that add up to a given amount up to a dollar, like a quarter, two dimes, and a nickel for 50¢.
Official wording
Use a combination of coins to represent a given amount of money up to one dollar.

Algebraic Reasoning & Algebra

5 standards
Describe the relationship found in patterns to solve real-world and mathematical problems.
2.A.1.1
Make, describe, finish, and extend number patterns that grow or shrink, like 5, 10, 15, 20, and show them in different ways.
Official wording
Represent, create, describe, complete, and extend increasing and decreasing patterns with quantity and numbers in a variety of contexts.
2.A.1.2
Show and describe patterns of shapes that repeat, like circle, square, square, circle, square, square.
Official wording
Represent and describe repeating patterns involving shapes in a variety of contexts.
Use number sentences involving unknowns to represent and solve real-world and mathematical problems.
2.A.2.1
Show number sentences with objects and on a number line, like hopping 7 then 5 more to show 7 + 5.
Official wording
Use objects and number lines to represent number sentences.
2.A.2.2
Make models or story situations that match a number sentence, and write a number sentence that fits a model or story.
Official wording
Generate models and situations to represent number sentences and vice versa.
2.A.2.3
Find the missing number that makes an addition or subtraction sentence true or false, using the order and zero properties and number sense.
Official wording
Apply the commutative property, identity property, and number sense to find values for unknowns that make addition and subtraction number sentences true or false.

Geometry & Measurement

10 standards
Analyze attributes of two- and three-dimensional figures and develop generalizations about their properties.
2.GM.1.1
Recognize trapezoids and hexagons on sight, whether their sides are equal or not.
Official wording
Recognize regular and irregular trapezoids and hexagons.
2.GM.1.2
Describe, compare, and group flat shapes by features like number of sides, corners, and side lengths.
Official wording
Describe, compare, and classify two-dimensional figures according to their geometric attributes.
2.GM.1.3
Build and break apart flat shapes using triangles, squares, hexagons, trapezoids, and rhombi, like two trapezoids making a hexagon.
Official wording
Compose and decompose two-dimensional shapes using triangles, squares, hexagons, trapezoids, and rhombi.
2.GM.1.4
Sort solid shapes by how many faces, corners, and edges they have, like cubes versus pyramids.
Official wording
Sort three-dimensional shapes based on attributes such as number of faces, vertices, and edges.
2.GM.1.5
Spot square corners, called right angles, and sort other angles as smaller or bigger than one.
Official wording
Recognize right angles and classify angles as smaller or larger than a right angle.
Understand length as a measurable attribute and explore capacity.
2.GM.2.1
Explain why a bigger unit takes fewer units to measure the same length, like fewer feet than inches across a desk.
Official wording
Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object.
2.GM.2.2
Measure lengths to the nearest whole unit with a ruler and explain how ruler markings count units of length.
Official wording
Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit.
2.GM.2.3
Investigate how containers with different shapes and styles can still hold the same amount.
Official wording
Explore how varying shapes and styles of containers can have the same capacity.
Tell time to the quarter hour.
2.GM.3.1
Tell the difference between a.m. and p.m., like 8 a.m. for breakfast and 8 p.m. for bedtime.
Official wording
Distinguish between a.m. and p.m.
2.GM.3.2
Read and write times to the nearest quarter hour on clocks with hands and digital clocks, like 4:15 and 4:45.
Official wording
Read and write time to the quarter hour on an analog and digital clock.

Data & Probability

4 standards
Collect, organize, and interpret data.
2.D.1.1
Explain that how long a bar is, or how many pictures appear, in a graph shows the count of data for each category.
Official wording
Explain that the length of a bar in a bar graph and the number of objects in a pictograph represents the number of data points for a given category.
2.D.1.2
Sort data into as many as four groups and show it in picture graphs and bar graphs with scales of 1s, 2s, 5s, or 10s.
Official wording
Organize a collection of data with up to four categories using pictographs and bar graphs in intervals of 1s, 2s, 5s or 10s.
2.D.1.3
Write and solve one-step addition or subtraction word problems using a picture graph or bar graph with a scale of one.
Official wording
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one.
2.D.1.4
Use what a picture graph or bar graph shows to answer questions and predict what might happen next, like which snack will sell out.
Official wording
Draw conclusions and make predictions from information in a pictograph and bar graph.

The official Oklahoma documents

Oklahoma Academic Standards for Mathematics, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.