2nd, 3rd & 4th

Question 1

1. Use addition and subtraction within 100 to solve one- and two-step 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.

Answer 1

• 2nd Grade
• Operations & Algebraic Thinking
• Represent and solve problems involving addition and subtraction.

Question 2

2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Answer 2

• 2nd Grade
• Operations & Algebraic Thinking
• Add and subtract within 20.

Question 3

3. 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.

Answer 3

• 2nd Grade
• Operations & Algebraic Thinking
• Work with equal groups of objects to gain foundations for multiplication.

Question 4

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.

Answer 4

• 2nd Grade
• Operations & Algebraic Thinking
• Work with equal groups of objects to gain foundations for multiplication.

Question 5

1. 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:
   a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
   b. The 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).

Answer 5

• 2nd Grade
• Number & Operations in Base Ten
• Understand place value.

Question 6

2. Count within 1000; skip-count by 5s, 10s, and 100s.

Answer 6

• 2nd Grade
• Number & Operations in Base Ten
• Understand place value.

Question 7

3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Answer 7

• 2nd Grade
• Number & Operations in Base Ten
• Understand place value.

Question 8

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.

Answer 8

• 2nd Grade
• Number & Operations in Base Ten
• Understand place value.

Question 9

5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Answer 9

• 2nd Grade
• Number & Operations in Base Ten
• Use place value understanding and properties of operations to add and subtract.

Question 10

6. Add up to four two-digit numbers using strategies based on place value and properties of operations.

Answer 10

• 2nd Grade
• Number & Operations in Base Ten
• Use place value understanding and properties of operations to add and subtract.

Question 11

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; relate the strategy to a written method. Understand 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.

Answer 11

• 2nd Grade
• Number & Operations in Base Ten
• Use place value understanding and properties of operations to add and subtract.

Question 12

8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Answer 12

• 2nd Grade
• Number & Operations in Base Ten
• Use place value understanding and properties of operations to add and subtract.

Question 13

9. Explain why addition and subtraction strategies work, using place value and the properties of operations. [Explanations may be supported by drawings or objects.]

Answer 13

• 2nd Grade
• Number & Operations in Base Ten
• Use place value understanding and properties of operations to add and subtract.

Question 14

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Answer 14

• 2nd Grade
• Measurement & Data
• Measure and estimate lengths in standard units.

Question 15

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.

Answer 15

• 2nd Grade
• Measurement & Data
• Measure and estimate lengths in standard units.

Question 16

3. Estimate lengths using units of inches, feet, centimeters, and meters.

Answer 16

• 2nd Grade
• Measurement & Data
• Measure and estimate lengths in standard units.

Question 17

4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Answer 17

• 2nd Grade
• Measurement & Data
• Measure and estimate lengths in standard units.

Question 18

5. Use addition and subtraction within 100 to solve 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.

Answer 18

• 2nd Grade
• Measurement & Data
• Relate addition and subtraction to length.

Question 19

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.

Answer 19

• 2nd Grade
• Measurement & Data
• Relate addition and subtraction to length.

Question 20

7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Answer 20

• 2nd Grade
• Measurement & Data
• Work with time and money.

Question 21

8. 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?

Answer 21

• 2nd Grade
• Measurement & Data
• Work with time and money.

Question 22

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.

Answer 22

• 2nd Grade
• Measurement & Data
• Represent and interpret data.

Question 23

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.

Answer 23

• 2nd Grade
• Measurement & Data
• Represent and interpret data.

Question 24

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. [Sizes are compared directly or visually, not compared by measuring.] Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Answer 24

• 2nd Grade
• Geometry
• Reason with shapes and their attributes.

Question 25

2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Answer 25

• 2nd Grade
• Geometry
• Reason with shapes and their attributes.

Question 26

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.

Answer 26

• 2nd Grade
• Geometry
• Reason with shapes and their attributes.