Common Core
Skills available for Common Core secondgrade math standards
Click on the name of a skill to practice that skill.
Operations and Algebraic Thinking.
Represent and solve problems involving addition and subtraction.
 CC.2.OA.1 Use addition and subtraction within 100 to solve one and twostep 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.
» G.13: Story problems
for subtraction of 3 or more one digit numbers from a two digit number
» G.14: Story problems for upto 3 digit subtractions
» G.15: Review story problems for single, double and three digit subtractions
» G.39: Story problems around 3 digit subtraction
» L.03.01: Word problems on measuring length using customary units
» L.03.02: Word problems on measuring length using metric units
» L.04: Word problems on length using customary and metric units
» L.05: Review on measurement of length using standard and metric units
» E.34: Story problems covering zero, one and two addition from 0 to 100  Assessment 1
» E.35: Story problems covering zero, one and two addition from 0 to 100  Assessment 2
» G.34.01: Story problems for subtraction of 0, 1 and 2 for numbers up to 100  Assessment 1
» G.34.02: Story problems for subtraction of 0, 1 and 2 for numbers up to 100  Assessment 2
» G.35: Story problems for subtraction of 0, 1 and 2 for numbers up to 100  Assessment 3
» H.22: Story problems with double digit subtraction
» H.23: Story problems with three digit subtraction
Add and subtract within 20.
 CC.2.OA.2 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.
Work with equal groups of objects to gain foundations for multiplication.
Number and Operations in Base Ten
Understand place value.
 CC.2.NBT.1 Understand that the three digits of a threedigit 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).
» E.01: Review place values  ones, tens and hundreds
» E.02: Place value identification for up to 3 digit numbers
» E.03: Using place value model to write numbers up to 1,000 in standard form
» C.03: Identify the place value of hundreds
» C.04: Identifying place value  random
» C.05: Review place values
» E.12: Random addition by 1 from 21 to 40
» E.13: Sequence addition by 1 from 41 to 60
» B.01: Review place value identification up to 1,000
» B.03: Sum of place values up to 1,000
» B.04: Difference in place values up to 1,000
» B.05: Review place values up to 1,000
» B.15: Story problems on place value
» B.16: Review of place value and number words
» B.17: Convert between place values
 CC.2.NBT.2 Count within 1000; skipcount by 5s, 10s, and 100s.
» A.03: Skip counting by 2, 3, 5 and 10 up to 1,000  Assessment 1
» A.04.01: Skip counting by 2, 3, 5 and 10 up to 1,000  Assessment 2
» A.04.02: Skip counting by 2, 3, 4, 5 and 10 up to 1,000  Assessment 3
» A.05: Review skip counting by 2, 3, 4, 5 and 10 up to 1,000
» D.01: Counting by patterns
» D.02: Counting by pattern up to 100
» D.03: Counting by pattern up to 200
» D.04: Counting by pattern up to 300
» D.05: Review counting by pattern up to 500
» D.06: Complete the patterns up to 1,000
» D.07: Increasing patterns up to 1,000
» D.08: Decreasing patterns up to 1,000
» D.09: Mix of increasing and decreasing patterns up to 1,000
» D.10: Review number patterns up to 1,000
» C.09: Counting by 100s, 10s and 1s
» F.05: Find the multiples of a number by skip counting
 CC.2.NBT.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
» A.08: Cardinal numbers up to 1,000  Assessment 1
» A.09: Cardinal numbers up to 1,000  Assessment 2
» A.10: Review on ordinal and cardinal numbers up to 1,000
» B.03: Writing number in words up to 1,000
» B.04: Introducing Roman Numerals I, V, X & L
» B.05: Review number words and Roman numerals
» E.04.03: Place value identification up to thousands  Assessment 3
» E.05: Review on place value identification up to thousands
» E.08.01: Rounding to nearest thousand  Assessment 1
» E.08.02: Rounding to nearest thousand  Assessment 2
» E.09: Place value and number rounding up to thousand
» E.11.01: Writing numbers in standard form by adding
» E.11.02: Place value  expanded form
» E.11.03: Convert number from standard to expanded form up to 10,000
» E.15: Review of converting from standard to expanded form and place value
» C.06: Converting the number from standard to expanded form
» C.07: Converting the number from expanded to standard form
» C.10: Review of converting numbers from one form to other
» B.02: Review standard and expanded forms and place value model up to 1,000
 CC.2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
» C.03.03: Compare and order numbers up to 200  Assessment 2
» C.03.04: Compare and order numbers up to 300  Assessment 1
» C.03.05: Compare and order numbers up to 300  Assessment 2
» C.03.06: Missing and next number identification up to 1,000
» C.04.01: Compare and order two digit number  Assessment 1
» C.04.02: Compare and order two digit number  Assessment 2
» C.04.03: Compare and order numbers up to 1,000  Assessment 1
» C.04.04: Compare and order numbers up to 1,000  Assessment 2
» C.04.05: Compare and order numbers up to 1,000  Assessment 3
» C.04.06: Compare and order numbers up to 1,000  Assessment 4
» C.05: Review on compare and order numbers up to 1,000
» C.06: Story problems on compare and order up to 1,000  Assessment 1
» C.07: Story problems on compare and order up to 1,000  Assessment 2
» I.03: Identify the sign that makes the statement true  Assessment 3
» I.04: Identify the sign that makes the statement true  Assessment 4
» I.07: Identify the greatest and the least number up to 100
» I.08: Identify the greatest and the least number up to 200
» I.09: Identify the greatest and the least number up to 300
» D.03.01: Comparison of numbers up to 100  Assessment 1
» D.03.02: Comparison of numbers up to 100  Assessment 2
Use place value understanding and properties of operations to add and subtract.
 CC.1.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.
» G.03: Review subtraction of a single digit number from a double digit without regrouping
» G.04: Review subtraction of single digit number from a double digit with regrouping
» G.05: Review single and double digit subtraction with or without regrouping
» G.06: Review subtraction of 2 digit numbers without regrouping  Assessment 1
» G.07: Review subtraction of 2 digit numbers without regrouping  Assessment 2
» G.08: Review subtraction of 2 digit numbers with regrouping  Assessment 1
» G.09: Review subtraction of 2 digit numbers with regrouping  Assessment 2
» G.10: Review subtraction by 2 digit numbers with or without regrouping
» G.12: Subtract 3 or more one digit numbers from a two digit number
» G.19: Subtract 3 or more two digit numbers
» G.20: Review two digit subtractions and equations
» G.23: Subtracting 1, 2 and 3 digit number
» G.25: Review subtracting 1, 2, 3 digit number
» G.26: Subtract two 3 digit numbers without regrouping  Assessment 1
» G.27: Subtract two 3 digit numbers without regrouping  Assessment 2
» G.28: Subtract two 3 digit numbers without regrouping  Assessment 3
» G.29: Subtract two 3 digit numbers without regrouping  Assessment 4
» G.30: Review on 3 digit subtraction without regrouping
» G.31: Subtract two 3 digit numbers with regrouping  Assessment 1
» G.32: Subtract two 3 digit numbers with regrouping  Assessment 2
» G.33: Subtract two 3 digit numbers with regrouping  Assessment 3
» G.34: Subtract two 3 digit numbers with regrouping  Assessment 4
» G.35: Review on 3 digit number subtraction with regrouping
» H.02.01: Two digit subtraction without regrouping 0 to 50  Assessment 1
» H.02.02: Two digit subtraction without regrouping 0 to 50  Assessment 2
» H.03: Two digit subtraction without regrouping 0 to 50  Assessment 3
» H.04: Two digit subtraction without regrouping 0 to 50  Assessment 4
» H.05: Review two digit subtraction without regrouping 0 to 50
» H.06: Two digit subtraction without regrouping 0 to 100  Assessment 1
» H.07: Two digit subtraction without regrouping 0 to 100  Assessment 2
» H.08: Two digit subtraction without regrouping 0 to 100  Assessment 3
» H.09: Two digit subtraction without regrouping 0 to 100  Assessment 4
» H.10: Review two digit subtraction without regrouping 0 to 100
» H.11: Two digit subtraction with regrouping 0 to 50  Assessment 1
» H.12: Two digit subtraction with regrouping 0 to 50  Assessment 2
» H.13: Two digit subtraction with regrouping 0 to 50  Assessment 3
» H.14: Two digit subtraction with regrouping 0 to 50  Assessment 4
» H.15: Review two digit subtraction with regrouping 0 to 50
» H.16: Two digit subtraction with regrouping 51 to 100  Assessment 1
» H.17: Two digit subtraction with regrouping 51 to 100  Assessment 2
» H.18: Two digit subtraction with regrouping 51 to 100  Assessment 3
» H.19: Two digit subtraction with regrouping 51 to 100  Assessment 4
» H.20: Review two digit subtraction with regrouping 0 to 100
» I.01: Addition and subtraction up to 99  Assessment 1
» I.02: Addition and subtraction up to 99  Assessment 2
» I.03: Addition and subtraction up to 99  Assessment 3
» I.04: Addition and subtraction up to 99  Assessment 4
» I.05: Review on Addition and subtraction upto 99
» I.10: Review mixed addition and subtraction
» C.01: Review of 2 digit additions with/without regrouping
» D.01: Review of 1 and 2 digit number subtraction
 CC.1.NBT.6 Add up to four twodigit numbers using strategies based on place value and properties of operations.
» F.06: Review addition of two digit numbers without regrouping  Assessment 1
» F.07: Review addition of two digit numbers without regrouping  Assessment 2
» F.08: Review addition of two digit numbers with regrouping  Assessment 1
» F.09: Review addition of two digit numbers with regrouping  Assessment 2
» F.10: Review addition of two digit numbers with or without regrouping
» F.19.01: Add 3 or more two digit numbers  Assessment 1
» F.19.03: Add three or more 2 digit numbers  Assessment 3
» F.19.04: Add three or more 2 digit numbers  Assessment 4
» F.20: Review two digit addition and equations
» F.21: Review place value addition up to 100 without regrouping
» F.02.01: Two digit addition without carryover 0 to 50  Assessment 1
» F.02.02: Two digit addition without carryover 0 to 50  Assessment 2
» F.03: Two digit addition without carryover 0 to 50  Assessment 3
» F.04: Two digit addition without carryover 0 to 50  Assessment 4
» F.05: Review two digit addition without carryover 0 to 50
» F.06: Two digit addition without carryover 0 to 100  Assessment 10
» F.07: Two digit addition without carryover 0 to 100  Assessment 2
» F.08: Two digit addition without carryover 0 to 100  Assessment 3
» F.09: Two digit addition without carryover 0 to 100  Assessment 4
» F.10: Review two digit addition without carryover 0 to 100
» F.11: Two digit addition with carryover 0 to 50  Assessment 1
» F.12: Two digit addition with carryover 0 to 50  Assessment 2
» F.13: Two digit addition with carryover 0 to 50  Assessment 3
» F.14: Two digit addition with carryover 0 to 50  Assessment 4
» F.15: Review two digit addition with carryover 0 to 50
» F.16: Two digit addition with carryover 51 to 100  Assessment 1
» F.17: Two digit addition with carryover 51 to 100  Assessment 2
» F.18: Two digit addition with carryover 51 to 100  Assessment 3
» F.19: Two digit addition with carryover 51 to 100  Assessment 4
» F.20: Review two digit addition with carryover 0 to 100
 CC.1.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; relate the strategy to a written method. Understand that in adding or subtracting threedigit 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.
» F.23: Adding 1, 2 and 3 digit numbers
» F.39.01: Story problems for addition of 3 digit numbers  Assessment 1
» F.39.02: Story problems for addition of 3 digit numbers  Assessment 2
» G.21: Review place value subtraction up to 100 without regrouping
» H.08: Story problems for 3 digit addition and subtraction  Assessment 1
» H.09: Story problems for 3 digit addition and subtraction  Assessment 2
» H.10: Review mixed addition and subtraction problems
» H.11: Story problems that mix 2, 3 digit addition and subtraction in the same story  Assessment 1
» H.12: Story problems that mix 2, 3 digit addition and subtraction in the same story  Assessment 2
 CC.1.NBT.8 Use place value understanding and properties of operations to add and subtract. Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.
 CC.1.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
Measurement and Data
Measure and estimate lengths in standard units.
 CC.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
» L.01: Review on measuring length using customary units of length
» L.02: Measuring length using metric units of length
 CC.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.
 CC.2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
» L.06: Conversion of inches, feet and yards  Assessment 1
» L.07: Conversion of inches, feet and yards  Assessment 2
» N.17: Estimating length
 CC.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.
» L.08.01: Story problems on linear conversions  Assessment 1
» L.08.02: Story problems on linear conversions  Assessment 2
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
Geometry
Reason with shapes and their attributes.
 CC.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. (Sizes are compared directly or visually, not compared by measuring.)
» M.14.01: Faces, edges and vertices  Assessment 1
» M.14.02: Faces, edges and vertices  Assessment 2
» M.15: Patterns for solid figures
 CC.2.G.2 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
 CC.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.
» J.01: Review of halves, thirds and fourths
» J.02: Identify the shape which matches the given fraction
» J.03: Identify the fraction shown by the given figure  Assessment 1
» J.04: Identify the fraction shown by the given figure  Assessment 2
» J.05: Review on introduction to fractions


