HOUGHTON MIFFLIN HARCOURT Go Math! SADLIER Common Core Progress Mathematics Common Core State Standards for Mathematics Grade 2 Crosswalk 1. Number Concepts 2 2. Numbers to 1,000 2 3. Basic Facts and Relationships 4 4. 2-Digit Addition 4 5. 2-Digit Subtraction 5 6. 3-Digit Addition and Subtraction 6 7. Money and Time 7 8. Length in Customary Units 7 9. Length in Metric Units 9 10. Data 10 11. Geometry and Fraction Concepts 11 William H. Sadlier, Inc. www.sadlierschool.com 800-221-5175
1. Number Concepts 1.1 Hands On: Algebra Even and Odd Numbers pp. 13 16 1.2 Algebra: Represent Even Numbers pp. 17 20 1.3 Understand Place Value pp. 21 24 1.4 Expanded Form pp. 25 28 1.5 Different Way to Write Numbers pp. 29 31 1.6 Algebra: Different Names for Numbers pp. 33 36 1.7 Problem Solving: Tens and Ones pp. 37 40 1.8 Counting Patterns Within 100 pp. 41 44 1.9 Counting Patterns Within 1,000 pp. 45 48 Lesson 4 Odd and Even Numbers pp. 34 41 2.OA.3 2.OA.C.3 Lesson 8 Read and Write Numbers to 1,000 pp. 72 79 2.NBT.3 2.NBT.A.3 Lesson 7 Skip Count by 5s, 10s, and 100s pp. 64 71 2.NBT.2 2.NBT.A.2 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. Read and write numbers to 1000 using base ten numerals, number names, and expanded form. Count within 1000; skip count by 5s, 10s, and 100s. 2. Numbers to 1,000 2.1 Group Tens as Hundreds pp. 57 60 Lesson 6 Place Value: Hundreds, Tens, and Ones pp. 56 63 2.NBT.1a 2.NBT.A.1a 100 can be thought of as a bundle of ten tens called a hundred. Lesson 6 Place Value: Hundreds, Tens, and Ones pp. 56 63 2.NBT.1b 2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Copyright William H. Sadlier, Inc. All rights reserved. 2
2. Numbers to 1,000 2.2 Explore 3 Digit Numbers pp. 61 64 2.3 Hands On: Model 3 Digit Numbers pp. 65 68 2.4 Hundreds, Tens, and Ones pp. 69 72 2.5 Place Value to 1,000 pp. 73 76 Lesson 6 Place Value: Hundreds, Tens, and Ones pp. 56 63 2.NBT.1 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: 2.6 Number Names pp. 77 80 2.7 Different Forms of Numbers pp. 81 83 2.8 Algebra: Different Ways to Show Numbers pp. 85 88 Lesson 8 Read and Write Numbers to 1,000 pp. 72 79 2.NBT.3 2.NBT.A.3 Read and write numbers to 1000 using base ten numerals, number names, and expanded form. 2.9 Count On and Count Back by 10 and 100 pp. 89 92 2.10 Algebra: Different Ways to Show Numbers pp. 93 96 Lesson 15 Mentally Add and Subtract 10 or 100 pp. 128 145 2.NBT.8 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. 2.11 Problem Solving: Compare Numbers pp. 97 100 2.12 Algebra: Compare Numbers pp. 101 104 Lesson 9 Compare Numbers pp. 80 87 2.NBT.4 2.NBT.A.4 Compare two three digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Copyright William H. Sadlier, Inc. All rights reserved. 3
3. Basic Facts and Relationships 3.1 Use Double Facts pp. 121 124 3.2 Practice Addition Facts pp. 125 128 Lesson 3 Addition and Subtraction Facts to 20 (fluency) pp. 26 33 2.OA.2 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. 3.3 Algebra: Make a Ten to Add pp. 129 132 3.4 Algebra: Add 3 Addends pp. 133 136 3.5 Algebra: Relate Addition and Subtraction pp. 137 140 3.6 Practice Subtraction Facts pp. 141 143 3.7 Use Ten to Subtract pp. 145 148 3.8 Algebra: Use Drawings to Represent Problems pp. 149 152 3.9 Algebra: Use Equations to Represent Problems pp. 153 156 Lesson 1 Problem Solving: Addition pp. 10 17 Lesson 2 Problem Solving: Subtraction pp. 18 25 2.OA.1 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. 3.10 Problem Solving: Equal Groups pp. 157 160 3.11 Algebra: Repeated Addition pp. 161 164 Lesson 5 Arrays pp. 42 55 2.OA.4 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. 4. 2 Digit Addition 4.1 Break Apart Ones to Add pp. 173 176 4.2 Use Compensation pp. 177 180 4.3 Break Apart Addends as Tens and Ones pp. 181 184 Lesson 12 Add More than Two Numbers pp. 104 111 2.NBT.6 2.NBT.B.6 Add up to four two digit numbers using strategies based on place value and properties of operations. Copyright William H. Sadlier, Inc. All rights reserved. 4
4. 2 Digit Addition 4.4 Model Regrouping for Addition pp. 185 188 Lesson 12 Add More than Two Numbers pp. 104 111 2.NBT.6 2.NBT.B.6 Lesson 10 Add Two Digit Numbers pp. 88 95 2.NBT.9 2.NBT.B.9 4.5 Model and Record 2 Digit Addition pp. 189 192 Lesson 12 Add More than Two Numbers pp. 104 111 2.NBT.6 2.NBT.B.6 Add up to four two digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to four two digit numbers using strategies based on place value and properties of operations. 4.6 2 Digit Addition pp. 193 196 4.7 Practice 2 Digit Addtion pp. 197 199 4.8 Rewrite 2 Digit Addition pp. 201 204 4.9 Problem Solving: Addition pp. 205 208 4.10 Algebra: Write Equations to Represent Addition pp. 209 212 4.11 Algebra: Find Sums for 3 Addends pp. 213 217 4.12 Algebra: Find Sums for 4 Addends pp. 217 220 Lesson 10 Add Two Digit Numbers pp. 88 95 2.NBT.5 2.NBT.B.5 Lesson 1 Problem Solving: Addition pp. 10 17 2.OA.1 2.OA.A.1 Lesson 12 Add More than Two Numbers pp. 104 111 2.NBT.6 2.NBT.B.6 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Add up to four two digit numbers using strategies based on place value and properties of operations. 5. 2 Digit Subtraction 5.1 Algebra: Break Apart Ones to Subtract pp. 229 232 5.2 Algebra: Break Apart Numbers to Subtract pp. 233 236 Lesson 11 Subtract Two Digit Numbers pp. 96 103 2.NBT.5 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. Copyright William H. Sadlier, Inc. All rights reserved. 5
5. 2 Digit Subtraction 5.3 Model and Regrouping for Subtraction pp. 237 240 5.4 Model and Record 2 Digit Subtraction pp. 241 244 5.5 2 Digit Subtraction pp. 245 248 5.6 Practice 2 Digit Subtraction pp. 249 251 5.7 Rewrite 2 Digit Subtraction pp. 253 256 5.8 Add to Find Differences pp. 257 260 5.9 Problem Solving: Subtraction pp. 261 264 5.10 Algebra: Write Equations to Represent Subtraction pp. 265 268 5.11 Solve Multistep Problems pp. 269 272 Lesson 11 Subtract Two Digit Numbers pp. 96 103 2.NBT.5 2.NBT.B.5 Lesson 11 Subtract Two Digit Numbers pp. 96 103 2.NBT.9 2.NBT.B.9 Lesson 2 Problem Solving: Subtraction pp. 18 25 2.OA.1 2.OA.A.1 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. 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. 6. 3 Digit Addition and Subtraction 6.1 3 Digit Addition and Subtraction pp. 281 284 6.2 Break Apart 3 Digit Addends pp. 285 288 6.3 3 Digit Addition: Regroup Ones pp. 289 292 6.4 3 Digit Addition: Regroup Tens pp. 293 296 6.5 Addition: Regroup Ones and Tens pp. 297 299 6.6 Problem Solving: 3 Digit Subtraction pp. 301 304 6.7 3 Digit Subtraction: Regroup Tens pp. 305 308 Lesson 13 Add Three Digit Numbers within 1,000 pp. 112 119 Lesson 14 Subtract Three Digit Numbers within 1,000 pp. 120 127 2.NBT.7 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 threedigit 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. 6.8 3 Digit Subtraction: Regroup Hundreds pp. 309 312 6.9 Subtraction: Regroup Hundreds and Tens pp. 313 316 Copyright William H. Sadlier, Inc. All rights reserved. 6
6. 3 Digit Addition and Subtraction 6.10 Regrouping with Zeros pp. 317 320 7. Money and Time 7.1 Dimes, Nickels, and Pennies pp. 337 340 7.2 Quarters pp. 341 344 7.3 Count Collections pp. 345 348 7.4 Hands On: Show Amounts in Two Ways pp. 349 352 7.5 One Dollar pp. 353 355 7.6 Amounts Greater Than $1 pp. 357 360 7.7 Problem Solving: Money pp. 361 364 7.8 Time to the Hour and Half Hour pp. 365 368 7.9 Time to 5 Minutes pp. 369 372 7.10 Practice Telling Time pp. 373 376 7.11 A.M and P.M pp. 377 380 Lesson 24 Money pp. 210 217 2.MD.8 2.MD.C.8 Lesson 23 Tell and Write Time pp. 202 209 2.MD.7 2.MD.C.7 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? Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 8. Length in Customary Units 8.1 Hands On: Measure with Inch Models pp. 389 392 8.2 Hands On: Make and Use a Ruler pp. 393 396 Lesson 16 Measure Length: Inches and Feet pp. 146 153 Lesson 17 Measure Length: Centimeters and Meters pp. 154 161 2.MD.1 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 8.3 Estimate Lengths in Inches pp. 397 400 Lesson 19 Estimate Length pp. 170 177 2.MD.3 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. Copyright William H. Sadlier, Inc. All rights reserved. 7
8. Length in Customary Units 8.4 Hands On: Measure with an Inch Ruler pp. 401 404 pp. 401 404 Lesson 16 Measure Length: Inches and Feet pp. 146 153 Lesson 17 Measure Length: Centimeters and Meters pp. 154 161 2.MD.1 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 8.5 Problem Solving: Add and Subtract in Inches pp. 405 407 Lesson 21 Add and Subtract Lengths pp. 186 193 2.MD.5 2.MD.B.5 Lesson 22 Number Line Diagrams pp. 194 201 2.MD.6 2.MD.B.6 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole number sums and differences within 100 on a number line diagram. 8.6 Hands On: Measure in Inches and Feet pp. 409 412 Lesson 18 Use Different Units to Measure Length pp. 162 169 2.MD.2 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 8.7 Estimate Lengths in Feet pp. 413 416 Lesson 19 Estimate Length pp. 170 177 2.MD.3 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. 8.8 Choose a Tool pp. 417 420 Lesson 16 Measure Length: Inches and Feet pp. 146 153 Lesson 17 Measure Length: Centimeters and Meters pp. 154 161 2.MD.1 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 8.9 Display Measurement Data pp. 421 424 Lesson 25 Line Plots pp. 218 225 2.MD.9 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of continued on next page Copyright William H. Sadlier, Inc. All rights reserved. 8
8. Length in Customary Units continued from previous page the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units. 9. Length in Metric Units 9.1 Hands On: Measurement with a Centimeter Model pp. 433 436 Lesson 16 Measure Length: Inches and Feet pp. 146 153 Lesson 17 Measure Length: Centimeters and Meters pp. 154 161 2.MD.1 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 9.2 Estimate Lenghts in Centimeters pp. 437 440 Lesson 19 Estimate Length pp. 170 177 2.MD.3 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. 9.3 Hands On: Measure with a Centimeter Ruler pp. 441 444 Lesson 16 Measure Length: Inches and Feet pp. 146 153 Lesson 17 Measure Length: Centimeters and Meters pp. 154 161 2.MD.1 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 9.4 Add and Subtract Lengths pp. 445 447 Lesson 21 Add and Subtract Lengths pp. 186 193 2.MD.5 2.MD.B.5 Lesson 22 Number Line Diagrams pp. 194 201 2.MD.6 2.MD.B.6 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole number sums and differences within 100 on a number line diagram. Copyright William H. Sadlier, Inc. All rights reserved. 9
9. Length in Metric Units 9.5 Hands On: Centimeters and Meters pp. 449 452 Lesson 18 Use Different Units to Measure Length pp. 162 169 2.MD.2 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 9.6 Estimate Lengths in Meters pp. 453 456 Lesson 19 Estimate Length pp. 170 177 2.MD.3 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. 9.7 Hands On: Measure and Compare Lengths pp. 457 460 Lesson 20 Compare Lengths pp. 178 185 2.MD.4 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 10. Data 10.1 Collect Data pp. 469 472 10.2 Read Picture Graphs pp. 473 476 10.3 Make Picture Graphs pp. 477 479 10.4 Read Bar Graphs pp. 481 484 Lesson 26 Picture Graphs pp. 226 233 Lesson 27 Bar Graphs pp. 234 247 2.MD.10 2.MD.D.10 Draw a picture graph and a bar graph (with single unit scale) to represent a data set with up to four categories. Solve simple put together, take apart, and compare problems using information presented in a bar graph. 10.5 Make Bar Graphs pp. 485 488 10.6 Problem Solving: Display Data pp. 489 492 Copyright William H. Sadlier, Inc. All rights reserved. 10
11. Geometry and Fraction Concepts 11.1 Three Dimensional Shapes pp. 509 512 11.2 Attributes of Three Dimensional Shapes pp. 513 516 11.3 Two Dimensional Shapes pp. 517 520 11.4 Angles in Two Dimensional Shapes pp. 521 524 11.5 Sort Two Dimensional Shapes pp. 525 528 Lesson 28 Identify and Draw Shapes pp. 248 255 2.G.1 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.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 5 Sizes are compared directly or visually, not compared by measuring. 11.6 Hands On: Partition Rectangles pp. 529 531 Lesson 29 Partition Rectangles into Same Size pp. 256 263 2.G.2 2.G.A.2 Partition a rectangle into rows and columns of same size squares and count to find the total number of them. 11.7 Equal Parts pp. 533 536 11.8 Show Equal Parts of a Whole pp. 537 540 11.9 Describe Equal Parts pp. 541 544 11.10 Problem Solving: Equal Shares pp. 545 548 Lesson 30 Equal Shares pp. 264 271 2.G.3 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Copyright William H. Sadlier, Inc. All rights reserved. 11