CCSS

WHERE TO FOCUS
GRADE 2
MATHEMATICS

An important subset of the major work in grades K–8 is the progression that leads toward middle school algebra.

K 1 2 3 4 5 6 7 8
Know number Represent and solve Represent and solve Represent & solve Use the four Understand the place Apply and Apply and extend Work with radical and
names and the count problems involving problems involving problems involving operations with whole value system extend previous previous understanding integer exponents
sequence addition and addition and multiplication and numbers to solve understandings of of operations with
subtraction subtraction division problems Perform operations multiplication and fractions to add, Understand the
Count to tell the with multi-digit whole division to divide subtract, multiply, connections between
number of objects Understand and Add and subtract Understand properties Generalize place numbers and decimals fractions by fractions and divide rational proportional
apply properties within 20 of multiplication value understanding to hundredths numbers relationships, lines, and
Compare numbers of operations and and the relationship for multi-digit whole Apply and linear equations**
the relationship Understand place value between multiplication numbers Use equivalent extend previous Analyze proportional
Understand addition between addition and and division fractions as a strategy understandings of relationships and Analyze and solve
as putting together subtraction Use place value Use place value to add and subtract numbers to the system use them to solve linear equations and
and adding to, and understanding Multiply & divide understanding fractions of rational numbers real-world and pairs of simultaneous
understand subtraction Add and subtract and properties of within 100 and properties of mathematical problems linear equations
as taking apart and within 20 operations to add and operations to perform Apply and Understand ratio
taking from subtract Solve problems multidigit arithmetic extend previous concepts and use ratio Use properties of Define, evaluate, and
Work with addition and involving the four understandings of reasoning to solve operations to generate compare functions
Work with numbers 11- subtraction equations Measure and estimate operations, and Extend understanding multiplication and problems equivalent expressions
19 to gain foundations lengths in standard identify & explain of fraction equivalence division to multiply and Use functions to model
for place value Extend the counting units patterns in arithmetic and ordering divide fractions Apply and extend Solve real-life and relationships between
sequence previous mathematical problems quantities
Relate addition and Develop understanding Build fractions Geometric understandings of using numerical and
Understand place value subtraction to length of fractions as numbers from unit fractions measurement: arithmetic to algebraic algebraic expressions
by applying and understand concepts expressions and equations
Use place value Solve problems extending previous of volume and
understanding involving measurement understandings of relate volume to Reason about and
and properties of and estimation of operations multiplication and to solve one-variable
operations to add and intervals of time, liquid addition equations and
subtract volumes, & masses of Understand decimal inequalities
objects notation for fractions, Graph points in the
Measure lengths and compare decimal coordinate plane Represent and
indirectly and by Geometric fractions to solve real-world analyze quantitative
iterating length units measurement: and mathematical relationships between
understand concepts problems* dependent and
of area and relate area independent variables
to multiplication and
to addition

* Indicates a cluster that is well thought of as a part of a student’s progress to algebra, but that is currently not designated as major by the assessment consortia in their draft materials. Apart from the one asterisked exception, the clusters
listed here are a subset of those designated as major in the assessment consortia’s draft documents.
** Depends on similarity ideas from geometry to show that slope can be defined and then used to show that a linear equation has a graph which is a straight line and conversely.