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Tennessee Standards

Tennessee 2nd Grade Math Standards

All 26 Tennessee math standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Operations and Algebraic Thinking

5 standards
Represent and solve problems involving addition and subtraction.
2.OA.A.1
Solve one- and two-step story problems within 100 that join, separate, split or compare, with the missing number anywhere, using objects, drawings or an equation with a symbol.
Official wording
Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Table 1 - Addition and Subtraction Situations)
Add and subtract within 30.
2.OA.B.2
Add and subtract within 30 quickly in their head, and by year end know every sum of two single digits and the matching subtraction facts.
Official wording
Fluently add and subtract within 30 using mental strategies. By the end of 2nd grade, know all sums of two one-digit numbers and related subtraction facts.
Work with equal groups of objects to gain foundations for multiplication.
2.OA.C.3
Decide if a group of up to 20 objects is odd or even by pairing them up or counting by 2s, and write an even number as a double, like 12 = 6 + 6.
Official wording
Determine whether a group of objects (up to 20) has an odd or even number of members by pairing objects or counting them by 2s. Write an equation to express an even number as a sum of two equal addends.
2.OA.C.4
Find how many objects are in an array of up to 5 rows and 5 columns by adding equal rows, and write it as a sum, like 5 + 5 + 5 = 15.
Official wording
Use repeated 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. For example, a 3 by 4 array can be expressed as 3 + 3 + 3 + 3 = 12 or 4 + 4 + 4 = 12.
Solve problems involving addition and subtraction and identify and explain patterns in arithmetic.
2.OA.D.5
Find number patterns in an addition or hundreds chart and use properties of operations to explain them, like why even and odd sums alternate.
Official wording
Identify arithmetic patterns in an addition or hundreds chart and explain them using properties of operations. For example, analyze patterns in the addition chart and observe an alternating pattern of even and odd numbers (because each time we move to the right one box or down one box, we are adding one more to our sum: (2 + 3) + 1 = 2 + (3 + 1)= 2 + 4 which uses the associative property of addition). (See Table 3 - Properties of Operations)

Number and Operations in Base Ten

8 standards
Understand place value.
2.NBT.A.1
Explain that the digits of a three-digit number stand for hundreds, tens and ones, and show it different ways, like 508 as 50 tens and 8 ones.
Official wording
Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).
2.NBT.A.2
Spot, describe, extend and make counting patterns by 1s, 2s, 5s, 10s and 100s up to 1000 and predict the next number, like 640, 650, 660.
Official wording
Recognize, describe, extend, and create patterns when counting by ones, twos, fives, tens, and hundreds and use those patterns to predict the next number in the counting sequence up to 1000 through counting. For example: 111, 113, 115, ...; 82, 84, 86, ...; 370, 380, 390....; 100, 200, 300,…; etc.
2.NBT.A.3
Read and write numbers up to 1000 as numerals, in words, and in expanded form, like 482 = 400 + 80 + 2.
Official wording
Read and write numbers to 1000 using standard form, word form, and expanded form. For example, write 234 as 200 + 30 + 4.
2.NBT.A.4
Compare two three-digit numbers by looking at the hundreds, tens and ones digits, and record the result with >, = or <.
Official wording
Compare two three-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
Use place value understanding and properties of operations to add and subtract. (See Table 3 - Properties of Operations)
2.NBT.B.5
Add and subtract within 100 with ease, using place value, properties of operations, or how addition and subtraction undo each other.
Official wording
Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction.
2.NBT.B.6
Add as many as four two-digit numbers using place value strategies and properties of operations, like grouping tens first.
Official wording
Add up to four two-digit numbers using properties of operations and strategies based on place value.
2.NBT.B.7
Add and subtract within 1000 with models, drawings or place value strategies, and explain the thinking in words, pictures or objects.
Official wording
Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used. (Explanations may include words, drawing, or objects.)
2.NBT.B.8
Add or subtract 10 or 100 mentally to or from any number up to 1000, like 563 + 100 = 663.
Official wording
Mentally add or subtract 10 or 100 to/from any given number within 1000.

Measurement and Data

10 standards
Measure and estimate lengths in standard units.
2.MD.A.1
Choose the right tool, like a ruler, yardstick, meter stick or measuring tape, to measure how long something is in whole units.
Official wording
Measure the length of an object in whole number units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.A.2
Measure one object twice with two different units, like inches and feet, and explain why the smaller unit gives a bigger number.
Official wording
Measure the length of an object using two different whole number units of measure and describe how the two measurements relate to the size of the unit chosen.
2.MD.A.3
Estimate how long things are in whole inches, feet, yards, centimeters or meters, like a door being about 2 meters tall.
Official wording
Estimate lengths using whole number units of inches, feet, yards, centimeters, and meters.
2.MD.A.4
Measure two objects in whole units to find how much longer one is than the other, and give the difference in a standard unit, like 3 inches longer.
Official wording
Measure, using whole number lengths, to determine how much longer one object is than another and express the difference in terms of a standard unit of length.
Relate addition and subtraction to length.
2.MD.B.5
Solve story problems about lengths in the same unit within 100, adding or subtracting with the missing number anywhere, using drawings and equations with a symbol.
Official wording
Add and subtract within 100 to solve contextual problems, with the unknown in any position, involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown to represent the problem. (See Table 1 - Addition and Subtraction Situations)
2.MD.B.6
Show whole numbers as distances from 0 on an evenly spaced number line, and use it to show sums and differences of lengths within 100.
Official wording
Represent whole numbers as lengths from 0 on a number line and know that the points corresponding to the numbers on the number line are equally spaced. Use a number line to represent whole number sums and differences of lengths within 100.
Work with time and money.
2.MD.C.7
Read and write times to the quarter hour and to the nearest five minutes on analog and digital clocks, using a.m. and p.m.
Official wording
Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.
2.MD.C.8
Solve money story problems with coins totaling under a dollar using the ¢ sign, and with whole dollar amounts up to $100 using the $ sign.
Official wording
Solve contextual problems involving amounts less than one dollar including quarters, dimes, nickels, and pennies using the ¢ symbol appropriately. Solve contextual problems involving whole number dollar amounts up to $100 using the $ symbol appropriately.
Represent and interpret data.
2.MD.D.9
Make a line plot from a set of data, with a horizontal scale marked in whole numbers, like how many pets each classmate has.
Official wording
Given a set of data, create a line plot, where the horizontal scale is marked off in whole-number units.
2.MD.D.10
Show data in up to four categories as a bar graph counting by ones and a picture graph with symbols worth 1, 2, 5 or 10, then answer add and subtract questions.
Official wording
Draw a pictograph (with a key of values of 1, 2, 5, or 10) and a bar graph (with intervals of one) to represent a data set with up to four categories. Solve addition and subtraction problems related to the data in a graph.

Geometry

3 standards
Reason about shapes and their attributes.
2.G.A.1
Name triangles, quadrilaterals, pentagons and hexagons, and draw shapes with given features, like 4 corners or 3 equal sides, by eye rather than measuring.
Official wording
Identify triangles, quadrilaterals, pentagons, and hexagons. Draw two-dimensional shapes having specified attributes (as determined directly or visually, not by measuring), such as a given number of angles/vertices or a given number of sides of equal length.
2.G.A.2
Split a rectangle into rows and columns of equal squares and count how many squares there are in all.
Official wording
Partition a rectangle into rows and columns of same-sized squares and find the total number of squares.
2.G.A.3
Split circles and rectangles into 2, 3 or 4 equal shares named halves, thirds and fourths, see the whole as all of them, and know equal shares can differ in shape.
Official wording
Partition circles and rectangles into two, three, and four equal shares. Describe the shares using the words halves, thirds, fourths, half of, a third of, and a fourth of, and 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 Tennessee documents

Tennessee Academic Standards for Mathematics, Tennessee Department of Education, tn.gov/education.

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