This is the year math grows from counting in twos and tens to thinking in hundreds. Students add and subtract numbers up to 100 in their heads and on paper, and they work with numbers all the way up to 1,000. They also start measuring with rulers, telling time on a clock, and counting coins. By spring, students can solve a word problem with two steps and read 347 as three hundreds, four tens, and seven ones.
Students start the year getting quick and confident with small addition and subtraction facts. They work toward answering problems like 8 plus 7 or 15 minus 6 from memory, and notice which numbers are even and which are odd.
Students learn that numbers like 347 are built from hundreds, tens, and ones. They count past 1,000, skip-count by 5s, 10s, and 100s, and compare three-digit numbers using greater than and less than signs.
Students move from facts to bigger problems. They add and subtract numbers within 100 using strategies that make sense to them, then stretch to addition and subtraction within 1,000 using drawings and place value.
Students pick up a ruler and start measuring in inches and centimeters. They tell time on a clock to the nearest five minutes, count coins and dollars, and solve word problems about how long or how much.
Students finish the year putting it all together. They read picture graphs and bar graphs, build rectangles out of rows and columns to set up multiplication later, and solve two-step word problems.
Students read word problems involving addition and subtraction and write equations to solve them, using a box or letter to stand in for the missing number. Problems go up to 100 and may ask students to find the starting amount, the change, or the final result.
Adding and subtracting numbers up to 20 in their heads, without counting on fingers or using a number line. Students practice until the answers come quickly from memory.
Students figure out if a small collection of objects is odd or even by pairing them up, splitting them into two equal groups, or writing an addition sentence like 6 = 3 + 3. Numbers that pair up perfectly are even; leftovers mean odd.
Students count objects arranged in a grid (like a 4-by-3 arrangement of dots) and write a repeated addition equation to find the total. Rows and columns go up to 5.
| Standard | Definition | Code |
|---|---|---|
| Represent and solve addition and subtraction word problems, within 100, with… | Students read word problems involving addition and subtraction and write equations to solve them, using a box or letter to stand in for the missing number. Problems go up to 100 and may ask students to find the starting amount, the change, or the final result. | NC.2.OA.1 |
| Demonstrate fluency with addition and subtraction, within 20, using mental… | Adding and subtracting numbers up to 20 in their heads, without counting on fingers or using a number line. Students practice until the answers come quickly from memory. | NC.2.OA.2 |
| Determine whether a group of objects, within 20, has an odd or even number of… | Students figure out if a small collection of objects is odd or even by pairing them up, splitting them into two equal groups, or writing an addition sentence like 6 = 3 + 3. Numbers that pair up perfectly are even; leftovers mean odd. | NC.2.OA.3 |
| Use addition to find the total number of objects arranged in rectangular arrays… | Students count objects arranged in a grid (like a 4-by-3 arrangement of dots) and write a repeated addition equation to find the total. Rows and columns go up to 5. | NC.2.OA.4 |
A three-digit number like 347 has three parts: hundreds, tens, and ones. Students learn to build and break apart numbers using those groups, and to see that ten groups of ten make one hundred.
Students count forward to 1,000 and practice skip-counting by 5s, 10s, and 100s, the way you'd count nickels, dimes, or dollar bills.
Students read and write numbers up to 1,000 three ways: as digits (347), as words (three hundred forty-seven), and broken into parts that show what each digit is worth (300 + 40 + 7).
Students look at two three-digit numbers and decide which is bigger, smaller, or equal, starting with the hundreds place and working right. They write the answer using the symbols >, <, or =.
Students add and subtract any two numbers up to 100 quickly and accurately. They know more than one way to get the answer and can explain why their chosen method works.
Students add two or three two-digit numbers by breaking them into tens and ones first. They might group all the tens together, then all the ones, before finding the total.
Students add and subtract numbers up to 1,000 using blocks, drawings, or place value, then show their thinking in writing. The strategy and the written work match.
Students add or subtract 10 or 100 from any three-digit number in their head, no pencil needed. Knowing that only the tens or hundreds digit changes makes the math fast.
| Standard | Definition | Code |
|---|---|---|
| Understand that the three digits of a three-digit number represent amounts of… | A three-digit number like 347 has three parts: hundreds, tens, and ones. Students learn to build and break apart numbers using those groups, and to see that ten groups of ten make one hundred. | NC.2.NBT.1 |
| Count within 1,000; skip-count by 5s, 10s | Students count forward to 1,000 and practice skip-counting by 5s, 10s, and 100s, the way you'd count nickels, dimes, or dollar bills. | NC.2.NBT.2 |
| Read and write numbers, within 1,000, using base-ten numerals, number names | Students read and write numbers up to 1,000 three ways: as digits (347), as words (three hundred forty-seven), and broken into parts that show what each digit is worth (300 + 40 + 7). | NC.2.NBT.3 |
| Compare two three-digit numbers based on the value of the hundreds, tens | Students look at two three-digit numbers and decide which is bigger, smaller, or equal, starting with the hundreds place and working right. They write the answer using the symbols >, <, or =. | NC.2.NBT.4 |
| Demonstrate fluency with addition and subtraction, within 100… | Students add and subtract any two numbers up to 100 quickly and accurately. They know more than one way to get the answer and can explain why their chosen method works. | NC.2.NBT.5 |
| Add up to three two-digit numbers using strategies based on place value and… | Students add two or three two-digit numbers by breaking them into tens and ones first. They might group all the tens together, then all the ones, before finding the total. | NC.2.NBT.6 |
| Add and subtract, within 1,000, relating the strategy to a written method… | Students add and subtract numbers up to 1,000 using blocks, drawings, or place value, then show their thinking in writing. The strategy and the written work match. | NC.2.NBT.7 |
| Mentally add 10 or 100 to a given number 100–900 | Students add or subtract 10 or 100 from any three-digit number in their head, no pencil needed. Knowing that only the tens or hundreds digit changes makes the math fast. | NC.2.NBT.8 |
Students collect data into up to four groups, then draw a picture graph or bar graph to show the results. From that graph, they answer questions by adding or comparing the amounts in each group.
Students pick the right measuring tool for the job and use it to find how long something is. A small crayon calls for a ruler; a longer object might need a yardstick or measuring tape.
Students measure the same object twice using two different tools, like a paperclip and a ruler, then explain why the two numbers came out different. Bigger units give smaller counts; smaller units give bigger counts.
Students guess how long something is before measuring it, using units like inches, feet, yards, centimeters, and meters. The goal is building a feel for size so the measurement makes sense.
Students measure two objects with a ruler, then subtract to find the difference. They say the result in inches or centimeters, not just "this one is bigger."
Students solve word problems about lengths by adding or subtracting measurements in the same unit. They write equations with a missing number, like 45 + ? = 72 cm, to find the answer.
Students place whole numbers on a number line, then use it to add and subtract. Jumping forward shows addition; jumping back shows subtraction. All answers stay within 100.
Students read both analog and digital clocks and write the time to the nearest five minutes. They also use a.m. and p.m. to show whether a time falls in the morning or afternoon.
Students add up coins like quarters, dimes, nickels, and pennies to solve simple money problems. They write the answer using the cent or dollar sign correctly.
| Standard | Definition | Code |
|---|---|---|
| Organize, represent, and interpret data with up to four categories.<ul><li>Draw… | Students collect data into up to four groups, then draw a picture graph or bar graph to show the results. From that graph, they answer questions by adding or comparing the amounts in each group. | NC.2.MD.10 |
| Measure the length of an object in standard units by selecting and using… | Students pick the right measuring tool for the job and use it to find how long something is. A small crayon calls for a ruler; a longer object might need a yardstick or measuring tape. | NC.2.MD.1 |
| Measure the length of an object twice, using length units of different lengths… | Students measure the same object twice using two different tools, like a paperclip and a ruler, then explain why the two numbers came out different. Bigger units give smaller counts; smaller units give bigger counts. | NC.2.MD.2 |
| Estimate lengths in using standard units of inches, feet, yards, centimeters | Students guess how long something is before measuring it, using units like inches, feet, yards, centimeters, and meters. The goal is building a feel for size so the measurement makes sense. | NC.2.MD.3 |
| Measure to determine how much longer one object is than another, expressing the… | Students measure two objects with a ruler, then subtract to find the difference. They say the result in inches or centimeters, not just "this one is bigger." | NC.2.MD.4 |
| Use addition and subtraction, within 100, to solve word problems involving… | Students solve word problems about lengths by adding or subtracting measurements in the same unit. They write equations with a missing number, like 45 + ? = 72 cm, to find the answer. | NC.2.MD.5 |
| Represent whole numbers as lengths from 0 on a number line diagram with equally… | Students place whole numbers on a number line, then use it to add and subtract. Jumping forward shows addition; jumping back shows subtraction. All answers stay within 100. | NC.2.MD.6 |
| Tell and write time from analog and digital clocks to the nearest five minutes… | Students read both analog and digital clocks and write the time to the nearest five minutes. They also use a.m. and p.m. to show whether a time falls in the morning or afternoon. | NC.2.MD.7 |
| Solve word problems involving:<ul><li>Quarters, dimes, nickels | Students add up coins like quarters, dimes, nickels, and pennies to solve simple money problems. They write the answer using the cent or dollar sign correctly. | NC.2.MD.8 |
End-of-grade mathematics assessment for grades 3 through 8, aligned to the North Carolina Standard Course of Study.
Alternate assessment for eligible students with significant cognitive disabilities, covering state-tested grades and subjects.
Students work with numbers up to 1,000 and get fluent at adding and subtracting within 20 in their heads. They also start measuring with rulers, telling time on a clock to the nearest five minutes, and solving money problems with coins and dollars.
Practice quick addition and subtraction facts up to 20 during car rides or at dinner. Count coins from a jar, read the time on an analog clock, and measure things around the house with a ruler. Short and frequent beats long and rare.
Addition and subtraction facts within 20 should be quick and mental. Students should also read, write, and compare numbers up to 1,000, add and subtract within 100 with confidence, tell time to the nearest five minutes, and count mixed coins.
Start with tens and ones inside 100, then build hundreds by bundling ten tens. Move into reading, writing, and comparing three-digit numbers, then into adding and subtracting within 1,000 using place value strategies. Mental jumps of 10 and 100 fit well alongside this work.
It is fine early in the year, but fact fluency within 20 is a real goal. Practice strategies like making ten, doubles, and near doubles. A few minutes of flashcards or quick games most days will move students from counting fingers to knowing facts.
Subtraction across a ten, two-step word problems, and telling time past the half hour tend to take extra cycles. Place value with three-digit numbers often needs revisiting once larger addition and subtraction start. Plan spiral review into warm-ups rather than waiting for a unit to come back around.
Read the problem together and ask what is happening in the story before talking about numbers. Have students draw a picture or act it out with coins or blocks, then write a number sentence. The drawing matters more than getting the answer fast.
They can add and subtract within 100 quickly using place value, solve one and two-step word problems, and explain their thinking. They can also measure with a ruler, read a clock to the nearest five minutes, and skip-count by 5s, 10s, and 100s within 1,000.
Plan for steady but lighter coverage than number work, woven through the year rather than saved for one block. Measurement pairs well with addition and subtraction within 100, and bar graphs give a natural context for compare problems. Two or three short units across the year usually works.