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

Three-digit numbers have hundreds, tens, and ones. Students learn what each digit in a number like 347 actually stands for, so they can read, write, and compare numbers up to 999.

Reading a three-digit number means knowing what each digit stands for. The first digit counts the hundreds, the middle counts the tens, and the last counts the ones.

Students look at two three-digit numbers and decide which is bigger, smaller, or equal, then write the correct symbol between them. Think of it like deciding which number on a scoreboard is winning.

Adding and subtracting with two- and three-digit numbers, using what students know about hundreds, tens, and ones to make the math make sense.

Students add and subtract numbers up to 1000 and explain how they got the answer. They might use a number line, mental math, or what they know about hundreds, tens, and ones to show their work makes sense.

Students explain why an addition or subtraction answer makes sense by connecting it to the opposite operation. If 23 + 14 = 37, students can check it by subtracting 14 from 37.

Students practice adding and subtracting numbers up to 20, building toward doing it quickly from memory.

Adding and subtracting any two numbers up to 20 from memory, without counting on fingers or drawing dots. Students know facts like 7 + 8 or 15 - 6 quickly and accurately.

Students begin building the ideas behind multiplication and division before learning the formal operations. They practice grouping objects into equal sets and sharing things out evenly among a few people or containers.

Students count objects arranged in rows and columns (like a grid of stamps or dots) and write an addition sentence that shows the total using equal groups.

Students sort and describe shapes by their sides, angles, and other features. They also split shapes into equal parts and connect those parts to early fraction ideas.

Cutting a sandwich into two rectangles or two triangles gives equal halves either way. Students learn that equal shares of the same whole can look different from each other.

Students measure objects using rulers and other standard tools, then make reasonable guesses about lengths they haven't measured yet. The focus is on inches, feet, centimeters, and meters.

Students measure the same object twice, once with a big unit and once with a small unit, then compare the counts. A longer ruler means fewer units fit; a shorter one means more.

Students use addition and subtraction to solve real problems about length, like figuring out how much longer one object is than another or what total length two objects make together.

Students mark whole numbers as points on a number line, then use that same line to add and subtract. They solve problems like 47 + 35 or 80 - 26 by jumping forward or backward along the line.

Students read clocks to the nearest five minutes and count coins and dollar bills to find a total. This standard covers the everyday math of telling time and making change.

Students add up a mix of bills and coins, then write the total using a dollar sign or cent symbol in the right place.

Students collect simple information, organize it into picture graphs or bar graphs, and answer questions about what the data shows.

Students read line plots, picture graphs, and bar graphs to answer questions about the data shown. They figure out totals, compare amounts, and solve simple math problems using the charts.

Students look at a finished graph and answer questions about what it shows. They explain which group has more, which has less, and what the data tells them overall.