New York
Math
Grade 2 Math Courses - New York Curriculum
Discover comprehensive Grade 2 math courses aligned with New York standards. Our curriculum covers essential topics, fostering strong foundational skills and preparing students for advanced concepts.
New York Grade 2 Math Curriculum Topics
ID | Math Standard Description | StudyPug Topic |
|---|---|---|
2.OA.1 | NY.2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems. |
2.OA.2 | NY.2.OA.2: Fluently add and subtract within 20 using mental strategies. |
2.OA.3 | NY.2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number of members. |
2.OA.4 | NY.2.OA.4: 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. |
2.NBT.1 | NY.2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
2.NBT.2 | NY.2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s. |
2.NBT.3 | NY.2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
2.NBT.4 | NY.2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
2.NBT.5 | NY.2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
2.NBT.6 | NY.2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. |
2.NBT.7 | NY.2.NBT.7: 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. |
2.NBT.8 | NY.2.NBT.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. |
2.NBT.9 | NY.2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. |
2.MD.1 | NY.2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
2.MD.2 | NY.2.MD.2: 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. |
2.MD.4 | NY.2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
2.MD.5 | NY.2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. |
2.MD.6 | NY.2.MD.6: 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. |
2.MD.7 | NY.2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
2.MD.8 | NY.2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. |
2.MD.9 | NY.2.MD.9: 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. |
2.MD.10 | NY.2.MD.10: 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. |
2.G.1 | NY.2.G.1: 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. |
2.G.2 | NY.2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
2.G.3 | NY.2.G.3: 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. |
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