All Lessons

(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.

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

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.

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

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.

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.

(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.

(A) Find the length of objects using concrete models for standard units of length

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

(C) Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

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 problems1 using information presented in a bar graph.

(G) Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

(Y2) Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)

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

(B) Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

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 problems1 using information presented in a bar graph.