All Lessons

(A) Recall basic facts to add and subtract within 20 with automaticity

2.OA.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.

(A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

(Y2) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

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.

(A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

(B) Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

(A) Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

(Y2) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

2.NBT.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:

(B) Use standard, word, and expanded forms to represent numbers up to 1,200

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

(C) Generate a number that is greater than or less than a given whole number up to 1,200

(Y2) Describe patterns with numbers and identify missing elements (ACMNA035)

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

(B) Use standard, word, and expanded forms to represent numbers up to 1,200

(Y2) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

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

(D) Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)

(Y2) Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

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.

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

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.

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

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.

(D) Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

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; 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.

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

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.

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

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

(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

(Y2) Solve problems by using number sentences for addition or subtraction (ACMNA036)

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.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.

(B) Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

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.

(A) Determine the value of a collection of coins up to one dollar

2.MD.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?

(B) Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

2.MD.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?

(D) Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

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