Grade 2 Grade-Level Expanded Expectations NUMBER SENSE AND OPERATIONS IN BASE TEN: NBT 2.NBT.A Understand place value of three digit numbers. The expectation of the student is to understand three-digit numbers are Understand three-digit numbers are composed 2.NBT.A.1 composed of hundreds (100, 200, 300…), tens (10, 20, 30,…) and ones (zero, of hundreds, tens and ones. one, two, three…). (e.g., How many 10s are in 120?) Understand that 100 can be thought of as 10 The expectation of the student is to understand that 100 can be thought of 2.NBT.A.2 tens called a as 10 tens– called a – “hundred”. “hundred”. Count within 1000 by 1s, 10s and 100s starting The expectation of the student is to on within 1000 by 1s, 10s and 100s 2.NBT.A.3 with any number. starting with any number. Read and write numbers to 1000 using number The expectation of the student is to read and write numbers to 1000 using 2.NBT.A.4 names, base-ten numerals and expanded form. number names, base-ten numerals and expanded form. The expectation of the student is to compare two numbers based Compare two three-digit numbers using the 2.NBT.A.5 on meaning of hundreds, tens and ones digits and recording the results of symbols >, = or <. comparison using the symbols <, > or =. 2.NBT.B Use place value understanding and properties of operations to add and subtract. The expectation of the student is to demonstrate fluency of addition and subtraction with numbers and results within 100 using strategies based on Demonstrate fluency with addition and place value (including composing and decomposing tens), properties of 2.NBT.B.6 subtraction within 100. operations and/or the relationship between addition and subtraction. (Fluency refers to accuracy and efficiency and does not equate to memorization.) The expectation of the student is to add up to four two-digit numbers using 2.NBT.B.7 Add up to four two-digit numbers. strategies based on place-value and properties of operations.
Grade 2 Grade-Level Expanded Expectations NUMBER SENSE AND OPERATIONS IN BASE TEN: NBT 2.NBT.A Understand place value of three digit numbers. 2.NBT.A.1 Understand three-digit numbers are composed of hundreds, tens and ones. The expectation of the student is to understand three-digit numbers are composed of hundreds (100, 200, 300…), tens (10, 20, 30,…) and ones (zero, one, two, three…). (e.g., How many 10s are in 120?) 2.NBT.A.2 Understand that 100 can be thought of as 10 tens – called a “hundred”. The expectation of the student is to understand that 100 can be thought of as 10 tens– called a “hundred”. 2.NBT.A.3 Count within 1000 by 1s, 10s and 100s starting with any number. The expectation of the student is to on within 1000 by 1s, 10s and 100s starting with any number. 2.NBT.A.4 Read and write numbers to 1000 using number names, base-ten numerals and expanded form. The expectation of the student is to read and write numbers to 1000 using number names, base-ten numerals and expanded form. 2.NBT.A.5 Compare two three-digit numbers using the symbols >, = or <. The expectation of the student is to compare two numbers based on meaning of hundreds, tens and ones digits and recording the results of comparison using the symbols <, > or =. 2.NBT.B Use place value understanding and properties of operations to add and subtract. 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100. The expectation of the student is to demonstrate fluency of addition and subtraction with numbers and results within 100 using strategies based on place value (including composing and decomposing tens), properties of operations and/or the relationship between addition and subtraction. (Fluency refers to accuracy and efficiency and does not equate to memorization.) 2.NBT.B.7 Add up to four two-digit numbers. The expectation of the student is to add up to four two-digit numbers using strategies based on place-value and properties of operations.
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