2.OA.B.2 - About the Math, Learning Targets, and Increasing Rigor
Grade 2 Number Operations
2.OA.B.2
Full Standard
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 |
---|---|---|---|
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 |
---|---|---|---|
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
Report Card Measurement Topic: Demonstrates understanding of addition.
Report Card Measurement Topic: Demonstrates understanding of subtraction. |
About the Math
Skills and concepts below are learning goals for this standard.
- Recall facts that add and subtract within 20.
This standard is a continuation of basic fact instruction started in first grade. Instruction in basic facts should focus on making sense, using strategies for remembering facts, and seeing relationships. Students need to understand the relationship of addition and subtraction as well as the commutative property. When students see the relationships such that 3 + 5 = 8 and that 5 + 3 = 8, they lessen the number of facts that need to be learned.
- Use mental strategies to recall a fact when a fact can't be recalled quickly.
Recalling basic facts takes time. Instant recall of the basic facts varies from child to child. Strategies, or ways of thinking about facts, are useful for recalling facts. They are more efficient than consistently drawing or using physical models. They also hope students see patterns.
The sequence of strategy instruction in grade 2 is
- Revisit strategies from grade 1 (quarter 1)
- Using Ten (facts that make a ten and have some more, eg. 9 + 5, 8 + 5, 14 - 9, etc)
- Using Doubles (facts that use the doubles strategy, eg 5 + 4, 9 - 5)
- Work with all facts (mixed review, connection and/or extension of strategies)
The use of timed tests is discouraged as a method of learning. Timed tests are only appropriate after students have indicated that they know the facts. Use of timed-assessments should not occur more than once every three to four weeks. Basic facts allow students to be accurate and efficient in computation and mental math.
Essential vocabulary for this standard includes: Doubles, Make ten, Near doubles, sum, difference, added, count-on, count-back, think addition, strategy, part, total, subtract, add, pattern, addition, and subtraction.
Progression of Standard within Grade 2
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 |
---|---|---|---|
|
Using Ten (Make Ten and Some More) (i.e. 8 + 5 = 13, 9 + 6 = 15) |
Using doubles (Near Doubles) (i.e. 5 + 6 = 11, 8 + 7 = 15) |
All facts |
Progression of this Standard Across Grades
This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.
Grade 1 | Grade |
---|---|
|
This concept is not taught after grade 2. Students are expected to apply the standard proficiently. |
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TASKS
These tasks can be used with small group or whole group instruction.
- (doubles) Students have a set of digit cards or ten sided dice. Players draw a card or roll the dice. Whatever the number is, they double it and write the equation in their journal.
- (making 10) Take a deck of playing cards and remove the face cards. The Aces become one. Play Go Fish with students however this version a pair are two cards that make ten. So if you have a 2 you would wish for an 8 to make ten.
- (making 10) Each time the teacher says a number between 0 and 10, the students will use their fingers to show how much more to make ten. Students can say and/or write the math fact.
- (using ten) Distribute double ten frames and 20 red and yellow counter to each student. Pose a problem such as I have 9 rocks and found 8 more. Have them build each number on the double ten frame. Then ask how many rocks do I have? If a student moves a counter to make ten, have them share their strategy. If no one does, talk the class through the strategy.
- (using ten) Distribute double ten frames and 20 red and yellow counter to each student. Pose a problem such as how can i figure out 15 - 8? Have students build 15 and then take 8 away. If you observe a student taking away 5 and then 3 more, highlight their strategy. If no one does, talk the class through the strategy.
- (using doubles) Distribute double ten frames and 20 red and yellow counter to each student. Pose a problem such as I have 6 stickers and Jillian gave me 7 more. Have them build each number on the double ten frame. Then ask how many stickers do I have? If a student talks about how they see 6 + 6 +1 have them share their strategy. If no one does, talk the class through the strategy.
- (using doubles) Students take a doubles flash cards and builds both numbers using using snap cubes. Discuss with the students how one tower is one taller than the other tower. In their journals, have students write the equation in their journal.
- (making 20) Beth had a pack of 20 pencils. The pencils were two different colors. Show all the combinations of pencils she could have that equal 20. Draw pictures and write equations to support your answer.
- (use of strategies) Pull out a variety of flash cards (or dominoes) from different strategies. Write the names of strategies on note cards, such as using ten and using doubles. Have students discuss each fact and sort the flash cards based on strategy.
- If you don’t know 9 + 3, how can knowing 10 + 2 help you?
- If you don’t know 9 + 8, is there a doubles fact that can help you? How?
- (use of strategies) If you don’t know the sum of 8 + 5 (or any other fact), what are some good strategies you can use to help you figure out the answer? (finger counting isn’t appropriate, looking for mental math ideas) Have students think, pair, share ideas. Write all ideas on board for class to see.
- (making 10) Meghan wants to have 10 donuts in each box. How many more donuts does she need to put in each of the following boxes? A box with 9 donuts? A box with 8 donuts? A box with 3 donuts?
- (doubling) Sherry already has 4 erasers. Now her goal is to collect 20 in all. She got 4 more on Monday and 8 on Tuesday. How many does she have in all? How many more does she need to make her goal?
- (halving) Connie and Cheryl are twins. Connie’s hair is twice the length of Cheryl’s hair. Connie has decided that she wants to cut her hair to be the same length as her sister’s. Connie’s hairdresser measured her hair and it is 16 inches long. How long will the twins’ hair be?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
Using 10 and Related Subtraction Facts (+/-)
Near Doubles (+/-)
Mixed Facts (all strategies taught)
- Box of Sweets Links to an external site. (mixed facts)
- Number Puzzles Links to an external site. (mixed facts)
Print Resources from Mastering the Basic Facts Addition and Subtraction PDFs via Google Links to an external site.
Additional Tasks
These links provide instructional ideas connected to this standard.
- Hitting The Target Number Links to an external site. (Illustrative Math)
Tasks From Print Resources
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Book Thumbnail | Book Title | Grade | Pages |
---|---|---|---|
Teaching Student-Centered Mathematics | K-3 |
100 (One/Two-More- Than Dice, Activity 4.1) |
|
Mastering The Basic Facts in Addition and Subtraction | K-2 |
|
|
Nimble With Numbers |
1-2 | 33-100 | |
Groundworks: Reasoning about Number | 2 | 64-72 | |
Math Intervention: Building Number Power |
PK-2 |
125 (Adding Doubles and Near Doubles) |
|
Roads to Reasoning | 2 | 40 (Double Desser) | |
Math In Practice Teaching Second-Grade Math |
2 | Module 2 |
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Centers
These print resources can be used during independent or center time. These resources could also be used as lesson seeds.
Make 10 and Some More (+/-):
- 10 and Some More Download 10 and Some More (HCPSS-adapted resource)
Near Doubles (+/-):
- Cover All (Doubles Minus One) Download Cover All (Doubles Minus One) (HCPSS-adapted resource)
- Cover All (Doubles Plus Two) Download Cover All (Doubles Plus Two) (HCPSS-adapted resource)
- Near Doubles Match Up Download Near Doubles Match Up (HCPSS-adapted resource)
- Near Doubles Add and Subtract Match Download Near Doubles Add and Subtract Match (HCPSS-adapted resource)
- Up Down Near Doubles Download Up Down Near Doubles (HCPSS-adapted resource)
- Near Doubles Match Links to an external site. (print resource)
- Close the Box Near Doubles Addition Links to an external site. (HCPSS-adapted resource)
Mixed Facts (all strategies taught):
- Homes for Facts Download Homes for Facts (HCPSS-adapted resource)
- Magic Square Download Magic Square (HCPSS-adapted resource)
- Number of the Day Mat Download Number of the Day Mat (HCPSS-adapted resource)
- Sum of 10 Triangle Links to an external site. (HCPSS-adapted resource)
- Sums of 26 Download Sums of 26 (HCPSS-adapted resource)
- Close the Box Addition Links to an external site. (HCPSS-adapted resource)
INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Review of 1st Grade Facts:
- Addition: Make 10 Links to an external site.
- Addition: Plus 1 and 2 Links to an external site.
- Addition: Add 10 Links to an external site.
- Addition: Doubles Links to an external site.
- G1 Addition Fact Fluency Review (performance task) Links to an external site.
- G1 Subtraction Fact Fluency Review (performance task) Links to an external site.
- Apply and Explain "Doubles" Strategy Links to an external site.
- Apply and Explain "Doubles" Strategy_2 Links to an external site.
Make 10 and Some More (+/-):
- Make Ten and Some More Links to an external site.
- Addition: Make 10 and Some More Links to an external site.
- Addition: Make 10 and Some More_2 (performance task) Links to an external site.
- Subtraction: Make 10 and Some More (performance task) Links to an external site.
- Apply and Explain "Make 10 and Some More" Strategy Links to an external site.
- Apply and Explain "Make 10 and Some More" Strategy_2 Links to an external site.
Near Doubles (+/-):
- Near Doubles a Links to an external site.
- Near Doubles b Links to an external site.
- Near Doubles c Links to an external site.
- Near Doubles d Links to an external site.
- Near Halves Links to an external site.
- Addition: Near-Doubles Links to an external site.
- Addition: Near-Doubles (performance task) Links to an external site.
- Subtraction: Near-Doubles (performance task) Links to an external site.
- Apply and Explain "Near Doubles" Strategy Links to an external site.
- Apply and Explain "Near Doubles" Strategy_2 Links to an external site.
- Near Doubles Practice Links to an external site.
Mixed Facts (all strategies taught):
- Reinforce Fact Strategies a Links to an external site.
- Reinforce Fact Strategies b Links to an external site.
- Reinforce Fact Strategies c Links to an external site.
- Reinforce Fact Strategies d Links to an external site.
- Reinforce Fact Strategies e Links to an external site.
- Reinforce Fact Strategies f Links to an external site.
- Reinforce Fact Strategies g Links to an external site.
- Addition: All Facts Review Links to an external site.
- Addition: All Facts Review (performance task) Links to an external site.
- Addition and Subtraction: All Facts Review (performance task) Links to an external site.
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Full Standard
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
2nd Grade Students Learning 2nd Grade Standards by Measurement Topic
Demonstrates understanding of addition
Quarter 1
- Use strategies of +1/+2, +0, "make ten", "doubles", and +10 to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", and +10.
Quarter 2
- Use the "ten and some more" strategy to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", +10, and "ten and some more".
Quarter 3
- Use the "near doubles" strategy to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", +10, "ten and some more", and "near doubles".
Quarter 4
- Recall all basic facts that add within 20.
Demonstrates understanding of subtraction
Quarter 1
- Use strategies of –1/–2, –0, "subtract from 10", "halves", and –10 to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", and –10.
Quarter 2
- Use the "inverse of ten and some more" strategy to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", –10, and "inverse of ten and some more".
Quarter 3
- Use the "inverse of near doubles" strategy to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", –10, "inverse of ten and some more", and "inverse of near doubles".
Quarter 4
- Recall all basic facts that add within 20.
1st Grade Students Learning 2nd Grade Standards by Measurement Topic
Demonstrates understanding of addition
Quarter 1
- Use strategies of +1/+2, +0, "make ten", "doubles", and +10 to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", and +10.
Quarter 2
- Use the "ten and some more" strategy to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", +10, and "ten and some more".
Quarter 3
- Use the "near doubles" strategy to find sums.
- Recall addition facts involving +1/+2, +0, "make ten", "doubles", +10, "ten and some more", and "near doubles".
Quarter 4
- Recall all basic facts that add within 20.
Demonstrates understanding of subtraction
Quarter 1
- Use strategies of –1/–2, –0, "subtract from 10", "halves", and –10 to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", and –10.
Quarter 2
- Use the "inverse of ten and some more" strategy to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", –10, and "inverse of ten and some more".
Quarter 3
- Use the "inverse of near doubles" strategy to find differences.
- Recall subtraction facts involving –1/–2, –0, "subtract from 10", "halves", –10, "inverse of ten and some more", and "inverse of near doubles".
Quarter 4
- Recall all basic facts that add within 20.
2OA2 Anecdotal Data Collection Tool (Addition) Links to an external site.
2OA2 Anecdotal Data Collection Tool (Subtraction) Links to an external site.
Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification.
Rubric (for thinking and reasoning evidence)
Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).
Rubric for Tasks (pdf) Links to an external site.
Exemplars for this standard (if available)
These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.
For interviews:
Use the interview recording sheet
Links to an external site.with a set of facts that students are working with in the classroom.
For observations:
Use the observation recording sheet
Download observation recording sheet with games and activities used in the classroom during independent practice or center time.
Basic Fact Assessments:
Note: These assessments do have a recommended timing element. This is not required and the assessments can be used in a variety of ways. Avoid an overemphasis on speed as it can create anxiety and damage student math identity.
- Q1 Addition Fact Test (GR1 Review) Links to an external site.
- Q1 Subtraction Fact Test (GR1 Review) Links to an external site.
- Q2 Addition Fact Test (Use 10) Links to an external site.
- Q2 Subtraction Fact Test (Use 10) Links to an external site.
- Q3 Addition Fact Test (Use Doubles) Links to an external site.
- Q3 Subtraction Fact Test (Use Doubles) Links to an external site.
- Q4 Addition Fact Test (Mixed Review) Links to an external site.
- Q4 Subtraction Fact Test (Mixed Review) Links to an external site.
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Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.