# Nebraska Mathematics Learning Standards — Grade 2

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#### MA 2.1.1.a

Read and write numbers 0 1,000 (e.g., count numbers from 400 500; write numbers from 400-500

#### MA 2.1.1.b

Count by multiples of 2 up to 100

#### MA 2.1.1.c

Count backwards from 20 0

#### MA 2.1.1.d

Connect number words to the quantities they represent 0 100

#### MA 2.1.1.e

Demonstrate multiple equivalent representations for numbers 1 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)

#### MA 2.1.1.f

Compare and order whole numbers 0 1,000

#### MA 2.1.1.g

Demonstrate relative position of whole numbers 0 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)

#### MA 2.1.1.h

Use visual models to represent fractions of one-half as a part of a whole

#### MA 2.1.2.a

Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 3 = 2)

#### MA 2.1.2.b

Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7- 3 = __.)

#### MA 2.1.3.a

Fluently add whole number facts with sums to 20

#### MA 2.1.3.b

Fluently subtract whole number facts with differences from 20

#### MA 2.1.3.c

Add and subtract three-digit whole numbers with regrouping

#### MA 2.1.3.d

Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paperpencil)

#### MA 2.1.4.a

Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results

#### MA 2.1.4.b

Estimate the number of objects in a group

#### MA 2.2.1.a

Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)

#### MA 2.2.1.b

Determine if two shapes are congruent

#### MA 2.2.1.c

Compare two-dimensional shapes (e.g., trapezoid, parallelogram)

#### MA 2.2.1.d

Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

#### MA 2.2.2.a

Identify numbers using location on a vertical number line

#### MA 2.2.2.b

Compare whole numbers using location on a horizontal number line

#### MA 2.2.2.c

Identify the direction moved for adding and subtracting using a horizontal number line

#### MA 2.2.3.a

Identify lines of symmetry in two-dimensional shapes

#### MA 2.2.3.b

Draw a line of symmetry in two-dimensional shapes

#### MA 2.2.4

Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)

#### MA 2.2.5.a

Count mixed coins to \$1.00

#### MA 2.2.5.b

Identify time to 5 minute intervals

#### MA 2.2.5.c

Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

#### MA 2.2.5.d

Measure length using feet and yards

#### MA 2.2.5.e

Compare and order objects using inches, feet and yards

#### MA 2.3.1.a

Create and describe patterns using concrete and pictorial representations

#### MA 2.3.2.a

Model situations that involve the addition and subtraction of whole numbers 0 100, using objects and number lines

#### MA 2.3.2.b

Describe and model quantitative change involving addition (e.g., a student grew 2 inches)

#### MA 2.3.3.a

Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = ? + 2)

#### MA 2.4.1.a

Represent data using pictographs

#### MA 2.4.1.b

Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)

#### MA 2.4.2

Predictions and Inferences: Mastery not expected at this level.

#### MA 2.4.3

Probability: Mastery not expected at this level.