What does a student learn in StateKansas,GradeGrade 2,SubjectMathematics?

Students read short story problems and figure out a missing number by adding or subtracting, sometimes in two steps. The missing number can hide anywhere in the problem, and students show their thinking with drawings or number sentences.

Adding and subtracting any two numbers up to 20 quickly and in their head, without counting on fingers. Students know their sums and differences well enough to solve them multiple ways.

Students sort a group of up to 20 objects into pairs to decide if the total is odd or even. If every object has a partner, the number is even, and students write it as two equal parts added together.

Students count objects arranged in a grid (like a 4-by-3 arrangement of dots) by adding equal groups in each row. Then they write an addition equation that shows how those equal groups combine into a total.

Three-digit numbers are built from hundreds, tens, and ones. Students read a number like 706 and say exactly how many hundreds, tens, and ones are hiding inside it.

Grouping ten sets of ten ones together makes 100. Students learn that a hundred is just a neat bundle of ten tens, which is why a dollar has ten dimes and a dime has ten pennies.

Hundreds are whole bundles of 100. Students learn that 300 means three of those bundles, 700 means seven, and so on, with nothing left over in the tens or ones place.

Students break apart and rebuild numbers in different ways using hundreds, tens, and ones. For example, 207 can be 2 hundreds and 7 ones, or 20 tens and 7 ones, and both are correct.

Students count forward past 100, all the way to 1000, and practice skip-counting by 2s, 5s, 10s, and 100s. They also notice and explain the patterns those counts make.

Students read and write numbers up to 1,000 four different ways: as digits (347), as words ("three hundred forty-seven"), as an addition sentence (300 + 40 + 7), and by naming how many hundreds, tens, and ones.

Students look at two three-digit numbers and decide which is larger, smaller, or equal by comparing the hundreds first, then the tens, then the ones. They record the result using symbols like > and <.

Students add and subtract any two numbers up to 100 quickly and accurately, using whatever method makes sense to them, such as breaking numbers into tens and ones or counting on a number line.

Students add up to four two-digit numbers at a time by grouping tens together and ones together instead of adding straight down a column. This is the groundwork for the column addition students will use for the rest of school.

Students add and subtract numbers up to 1,000 by grouping hundreds, tens, and ones. When a column has too many or too few, they regroup, the way you carry or borrow in written math.

Students practice adding or subtracting 10 or 100 in their heads, starting from any three-digit number. No pencil needed: just recognize which digit changes and by how much.

Students explain *why* a math strategy works, not just the answer it gives. They might sketch a quick picture or use objects to show how breaking numbers into tens and ones makes adding or subtracting easier.

Students measure objects with a ruler, then plot each measurement as a mark on a number line. The result is a simple chart showing how the measurements spread out.

Students collect data into up to four groups, then draw a picture graph and a bar graph to show the results. They use the bar graph to answer questions like how many total, how many fewer, or which group has more.

Students pick the right measuring tool for the job and use it to find how long an object is. A short pencil calls for a ruler; a longer distance might need a tape measure.

Students measure the same object twice, once with a short unit and once with a longer one, then explain why the two numbers came out different. Bigger units give smaller counts; smaller units give bigger counts.

Students make a reasonable guess about how long something is before measuring it, using inches, feet, centimeters, or meters as the unit. This builds number sense around real objects like a pencil, a desk, or a door.

Students measure two objects with the same ruler, then figure out the difference in length. For example, a pencil that is 7 inches and a crayon that is 4 inches are 3 inches apart.

Students solve story problems where lengths are measured in the same unit, adding or subtracting to find a missing distance. They might draw a ruler sketch or write an equation with a blank to show their thinking.

Students place numbers on a number line like steps on a ruler, then use that same line to add and subtract. They find sums and differences within 100 by jumping forward or backward between marked points.

Students read both kinds of clocks and write down the time to the nearest five minutes. They practice with the round clock face and the number display.

Students count mixed coins and dollar bills to solve simple money problems, then write the amount using the $ or ¢ symbol. For example, they figure out how much a small purchase costs or how much change is left over.

Students name pennies, nickels, dimes, quarters, and common bills, then say how much each one is worth.

Students sort and draw shapes by counting their sides and corners. They name triangles, four-sided shapes, five-sided shapes, six-sided shapes, and cubes.

Students divide a rectangle into equal-sized squares arranged in rows and columns, then count all the squares to find the total. It's early practice with area before that word is introduced.

Students cut circles and rectangles into equal parts and name those parts using words like halves, thirds, and fourths. Two halves make a whole, three thirds make a whole, and the pieces don't have to look identical to be equal.