**Represent and solve problems involving addition and subtraction.**

*Math.2.OA.A.1*: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Problem | Page |
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Problem 2 | 9 |

Problem 1 | 9 |

Problem 4 | 10 |

Problem 3 | 10 |

Problem 5 | 11 |

Problem 6 | 11 |

Problem 8 | 12 |

Problem 7 | 12 |

Problem 9 | 13 |

Problem 10 | 13 |

Problem 12 | 14 |

Problem 11 | 14 |

Problem 14 | 15 |

Problem 13 | 15 |

Problem 16 | 16 |

Problem 15 | 16 |

Problem 18 | 17 |

Problem 17 | 17 |

Problem 20 | 18 |

Problem 19 | 18 |

Problem 21 | 19 |

Problem 22 | 19 |

Problem 24 | 20 |

Problem 23 | 20 |

Problem 25 | 21 |

Problem 26 | 21 |

Problem 27 | 22 |

Problem 28 | 22 |

Problem 29 | 23 |

Problem 30 | 23 |

Problem 32 | 24 |

Problem 31 | 24 |

Problem 33 | 25 |

Problem 34 | 25 |

Problem 35 | 26 |

Problem 36 | 26 |

Problem 37 | 27 |

Problem 38 | 27 |

Problem 39 | 28 |

Problem 40 | 28 |

Problem 42 | 29 |

Problem 41 | 29 |

Problem 44 | 30 |

Problem 43 | 30 |

Problem 46 | 31 |

Problem 45 | 31 |

Problem 47 | 32 |

Problem 48 | 32 |

**Add and subtract within 20.**

*Math.2.OA.B.2*: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Problem | Page |
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Problem 1 | 9 |

Problem 2 | 9 |

Problem 5 | 11 |

Problem 6 | 11 |

Problem 8 | 12 |

Problem 13 | 15 |

Problem 18 | 17 |

Problem 24 | 20 |

Problem 26 | 21 |

Problem 25 | 21 |

Problem 27 | 22 |

Problem 35 | 26 |

Problem 42 | 29 |

Problem 43 | 30 |

Problem 44 | 30 |

**Work with equal groups of objects to gain foundations for multiplication.**

*Math.2.OA.C.4*: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Problem | Page |
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Problem 50 | 33 |

Problem 49 | 33 |

Problem 52 | 34 |

Problem 51 | 34 |

Problem 53 | 35 |

Problem 54 | 35 |

Problem 56 | 36 |

Problem 55 | 36 |

Problem 57 | 37 |

Problem 58 | 37 |

Problem 60 | 38 |

Problem 59 | 38 |

Problem 61 | 39 |

Problem 62 | 39 |

Problem 64 | 40 |

Problem 63 | 40 |

Problem 65 | 41 |

Problem 66 | 41 |

Problem 68 | 42 |

Problem 67 | 42 |

Problem 69 | 43 |

Problem 70 | 43 |

Problem 72 | 44 |

Problem 71 | 44 |

Problem 74 | 45 |

Problem 73 | 45 |

Problem 76 | 46 |

Problem 75 | 46 |

Problem 77 | 47 |

**Work with equal groups of objects to gain foundations for multiplication.**

*Math.2.OA.C.3*: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Problem | Page |
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Problem 58 | 37 |

Problem 60 | 38 |

Problem 66 | 41 |

Problem 78 | 47 |

Problem 77 | 47 |

Problem 101 | 59 |

**Understand place value.**

*Math.2.NBT.A.1*: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

Problem | Page |
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Problem 15 | 16 |

Problem 22 | 19 |

Problem 23 | 20 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 47 | 32 |

Problem 64 | 40 |

**Understand place value.**

*Math.2.NBT.A.2*: Count within 1000; skip-count by 5s, 10s, and 100s.

Problem | Page |
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Problem 54 | 35 |

Problem 55 | 36 |

Problem 57 | 37 |

Problem 59 | 38 |

Problem 64 | 40 |

Problem 68 | 42 |

Problem 69 | 43 |

Problem 71 | 44 |

Problem 82 | 49 |

Problem 84 | 50 |

Problem 83 | 50 |

Problem 85 | 51 |

Problem 89 | 53 |

Problem 96 | 56 |

Problem 99 | 58 |

Problem 107 | 62 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.2.NBT.B.5*: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Problem | Page |
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Problem 3 | 10 |

Problem 7 | 12 |

Problem 9 | 13 |

Problem 12 | 14 |

Problem 14 | 15 |

Problem 16 | 16 |

Problem 15 | 16 |

Problem 17 | 17 |

Problem 20 | 18 |

Problem 22 | 19 |

Problem 21 | 19 |

Problem 23 | 20 |

Problem 27 | 22 |

Problem 30 | 23 |

Problem 32 | 24 |

Problem 31 | 24 |

Problem 34 | 25 |

Problem 33 | 25 |

Problem 38 | 27 |

Problem 37 | 27 |

Problem 40 | 28 |

Problem 39 | 28 |

Problem 41 | 29 |

Problem 45 | 31 |

Problem 46 | 31 |

Problem 47 | 32 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.2.NBT.B.9*: Explain why addition and subtraction strategies work, using place value and the properties of operations.

Problem | Page |
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Problem 5 | 11 |

Problem 7 | 12 |

Problem 9 | 13 |

Problem 12 | 14 |

Problem 14 | 15 |

Problem 15 | 16 |

Problem 16 | 16 |

Problem 20 | 18 |

Problem 22 | 19 |

Problem 21 | 19 |

Problem 23 | 20 |

Problem 25 | 21 |

Problem 26 | 21 |

Problem 27 | 22 |

Problem 30 | 23 |

Problem 32 | 24 |

Problem 34 | 25 |

Problem 35 | 26 |

Problem 37 | 27 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 42 | 29 |

Problem 45 | 31 |

Problem 46 | 31 |

Problem 47 | 32 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.2.NBT.B.7*: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Problem | Page |
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Problem 15 | 16 |

Problem 22 | 19 |

Problem 23 | 20 |

Problem 38 | 27 |

Problem 40 | 28 |

Problem 47 | 32 |

Problem 64 | 40 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.2.NBT.B.8*: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Problem | Page |
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Problem 18 | 17 |

Problem 64 | 40 |

Problem 69 | 43 |

**Use place value understanding and properties of operations to add and subtract.**

*Math.2.NBT.B.6*: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Problem | Page |
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Problem 55 | 36 |

Problem 64 | 40 |

Problem 69 | 43 |

**Work with time and money.**

*Math.2.MD.C.7*: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Problem | Page |
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Problem 4 | 10 |

Problem 10 | 13 |

Problem 28 | 22 |

Problem 36 | 26 |

Problem 48 | 32 |

**Work with time and money.**

*Math.2.MD.C.8*: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Problem | Page |
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Problem 3 | 10 |

Problem 29 | 23 |

Problem 57 | 37 |

Problem 64 | 40 |

Problem 65 | 41 |

Problem 71 | 44 |

Problem 75 | 46 |

Problem 84 | 50 |

Problem 85 | 51 |

Problem 87 | 52 |

Problem 99 | 58 |

Problem 110 | 63 |

**Reason with shapes and their attributes.**

*Math.2.G.A.1*: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.(Sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Problem | Page |
---|---|

Problem 109 | 63 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.