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Washington Standards

Washington 2nd Grade Math Standards

All 30 Washington math standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

30 standards

Data Analysis

6 standards
Formulate statistical investigative questions.
M.2.DA.DS.1
Ask questions worth investigating about topics students care about in the class, school or community, like which recess games are most popular.
Official wording
Generate questions to investigate topics of interest to students within the classroom, school, or community.
Collect and consider data.
M.2.DA.DS.2
Choose and gather data to answer a question, show it in picture graphs, line plots or bar graphs with one-unit scales, and see that data can vary.
Official wording
Collect and use data to consider and decide what data will answer the investigative question. Organize data with pictographs, line plots and bar graphs with single-unit scales. Recognize that data can vary for a variety of reasons.
Analyze the data.
M.2.DA.DS.3
Compare data in up to four categories, look for patterns and make predictions, like guessing which lunch choice will be most popular next week.
Official wording
Analyze data sets with up to four categories by making comparisons, looking for patterns and/or making predictions.
Interpret results.
M.2.DA.DS.4
With the teacher's guidance, explain what the data shows and make a statement that answers the class question, like most of us walk to school.
Official wording
Interpret and communicate results through structured answers with teacher guidance. Make a statement(s) about the data collected to support the answer to the investigative question.
Represent and interpret data.
M.2.DA.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
M.2.DA.MD.10
Draw picture graphs and bar graphs with a one-unit scale for up to four categories, and use a bar graph to solve one-step joining, separating and comparing problems.
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 one step put-together, take-apart, and compare problems using information presented in a bar graph.

Quantity

15 standards
Understand place value.
M.2.Q.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
M.2.Q.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
M.2.Q.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.
M.2.Q.NBT.5
Add and subtract within 100 quickly and correctly, using place value, properties of operations or how addition and subtraction undo each other, like 64 - 28.
Official wording
Efficiently, flexibly, and accurately add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.2.Q.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
M.2.Q.NBT.7
Add and subtract within 1000 with models, drawings and place value, linking each to a written method and regrouping tens or hundreds when needed, like 452 + 279.
Official wording
Efficiently, flexibly, and accurately 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. Demonstrate understanding 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.
M.2.Q.NBT.8
Add or subtract 10 or 100 in their head for numbers from 100 to 900, like 640 + 100 = 740 or 523 - 10 = 513.
Official wording
Use flexible and efficient strategies to mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
M.2.Q.NBT.9
Show with words, numbers or drawings how place value and number properties make an adding or subtracting strategy work, like why 38 + 25 = 40 + 23.
Official wording
Explain with words, numbers, and /or pictures why addition and subtraction strategies work, using place value and the properties of operations.
Measure and estimate lengths in standard units.
M.2.Q.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
M.2.Q.MD.2
Measure one object twice with 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; explain how the two measurements relate to the size of the unit chosen.
M.2.Q.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
M.2.Q.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.
M.2.Q.MD.5
Solve length story problems within 100 by adding or subtracting measurements in the same unit, using ruler drawings and equations with a box for the unknown.
Official wording
Efficiently, flexibly, and accurately use addition and subtraction within 100 to solve real world 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.
M.2.Q.MD.6
Show whole numbers as distances from 0 on a number line with evenly spaced points, and use it to show sums and differences 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 sum s and differences within 100 on a number line diagram.
Work with time and money.
M.2.Q.MD.8
Solve money story problems with dollar bills, quarters, dimes, nickels and pennies, writing $ and ¢ correctly, like 3 dimes and 4 pennies make 34¢.
Official wording
Efficiently, flexibly, and accurately 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?

Relationships

4 standards
Understand place value.
M.2.R.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
Represent and solve problems involving addition and subtraction.
M.2.R.OA.1
Solve one- and two-step story problems within 100 where amounts are joined, separated or compared, with the unknown anywhere, using drawings and equations.
Official wording
Use addition and subtraction within 100 to efficiently, flexibly, and accurately solve one- and two-step real world 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.
Add and subtract within 20.
M.2.R.OA.2
Add and subtract within 20 quickly and correctly with strategies that fit the numbers, like using 8 + 8 = 16 to find 8 + 9.
Official wording
Efficiently, flexibly, and accurately add and subtract within 20 using flexible and efficient strategies.
Work with equal groups of objects to gain foundations for multiplication.
M.2.R.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

Spatial Reasoning

5 standards
Reason with shapes and their attributes.
M.2.SR.G.1
Identify and draw shapes that have given features, like a set number of angles or equal faces, and name triangles, quadrilaterals, pentagons, hexagons and cubes.
Official wording
Identify and draw shapes based on specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
M.2.SR.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
M.2.SR.G.3
Cut circles and rectangles into halves, thirds or fourths, describe the pieces and the whole with those words, and see that equal parts can look different.
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. Demonstrate that equal shares of identical wholes need not have the same shape.
Work with time and money.
M.2.SR.MD.7
Tell and write the time to the nearest five minutes on both clock faces and digital clocks, with a.m. and p.m.
Official wording
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Common Core 2.MD.7
Work with equal groups of objects to gain foundations for multiplication.
M.2.SR.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

The official Washington documents

Washington State Learning Standards for Mathematics by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.