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

Students read short word problems and figure out the missing number using addition or subtraction up to 100. Problems might ask how many are left, how many more are needed, or how two amounts compare.

Adding and subtracting numbers up to 20 in their head, without counting on fingers. Students practice until the answers come quickly and reliably.

Students sort a group of up to 20 objects to decide if the count is odd or even, then write an addition sentence showing that even numbers split into two equal parts.

Students count objects arranged in a grid (like a 4-by-3 arrangement of dots) by adding equal groups. Then they write a repeated addition equation to show the total.

Reading a three-digit number means knowing what each digit stands for. In 352, the 3 counts hundreds, the 5 counts tens, and the 2 counts ones.

Students count up to 1,000 and practice skip-counting by 5s, 10s, and 100s, the way you'd count nickels, dimes, or hundreds on a number line.

Students read and write numbers up to 1,000 three ways: as digits (357), as words (three hundred fifty-seven), and broken apart by place value (300 + 50 + 7).

Students look at two three-digit numbers, figure out which is bigger by comparing hundreds first, then tens, then ones, and write the result using >, =, or <.

Students add and subtract any two numbers up to 100 quickly and correctly. They choose the strategy that works best for them, whether that means breaking numbers into tens and ones or using what they know about how addition and subtraction work together.

Students add up to four two-digit numbers at a time by grouping tens and ones to make the work manageable. This builds toward adding larger numbers without always needing a calculator.

Students add and subtract numbers up to 1000 by breaking them into hundreds, tens, and ones. When the pieces don't line up cleanly, students regroup, trading ten ones for a ten or ten tens for a hundred.

Students add or subtract 10 or 100 from a three-digit number in their head, no pencil needed. They learn to spot which digit changes and which ones stay the same.

Students explain in words or pictures why a math strategy works, not just what the answer is. They connect the steps back to how numbers are built from tens and ones.

Students pick the right tool for the job, such as a ruler for a pencil or a measuring tape for a desk, then measure how long the object is.

Students measure the same object twice using two different tools, like a ruler marked in inches and one marked in centimeters. They explain why the numbers come out different and what that tells them about the size of each unit.

Students look at an object and make a reasonable guess about how long it is before measuring. They practice thinking in inches, feet, centimeters, and meters.

Students measure two objects with a ruler, then subtract to find the exact difference. For example, if one pencil is 9 inches and another is 6 inches, students say the first pencil is 3 inches longer.

Students solve word problems about length by adding or subtracting measurements given in the same unit. They might draw a ruler sketch or write an equation with a blank to find a missing number.

Students place whole numbers on a number line, then use that number line to add and subtract. It connects the math they do on paper to a visual tool they can see and measure.

Students read analog and digital clocks and write the time to the nearest five minutes. They also label the time as a.m. or p.m. to show whether it falls before or after noon.

Students solve simple money word problems using a mix of coins and dollar bills, then write the answer with the right symbol, $ or ¢. They practice finding totals and making change with real coin values.

Students measure several objects with a ruler, then record each length on a number-line chart called a line plot. The chart makes it easy to see which lengths came up most often.

Students collect data, sort it into up to four groups, and draw a picture graph or bar graph to show the results. Then they use the graph to answer simple questions, like how many more students chose one option over another.

Students sort and draw shapes by counting their sides and corners. They learn the names for flat shapes with three to six sides, and they recognize cubes.

Students cut a rectangle into equal-sized squares arranged in rows and columns, then count all the squares to find the total. It's an early look at how multiplication and area work.

Students cut circles and rectangles into equal pieces and name those pieces halves, thirds, or fourths. They also learn that a half of a pizza and a half of the same pizza can look different but still be the same amount.

Students come up with a question they actually want to answer, like "What is everyone's favorite lunch?" then figure out how to collect answers from classmates or people in their school.

Students gather information to answer a question, then organize it into a picture graph, dot plot, or bar graph. They also notice that results can vary from person to person or situation to situation.

Students look at a chart or graph sorted into up to four groups, then compare the groups, spot patterns, and make simple predictions about what the data shows.

Students look at data they collected and put their answer into words. With teacher guidance, they write a sentence or two explaining what the data shows and why it answers the question they started with.