• Second Grade


    i-Ready Classroom Mathematics


    Quarter 1

    Quarter 2

    Quarter 3

    Quarter 4


    Unit 1

     Numbers Within 20

    Unit 2

    Numbers Within 100

    Unit 3 

    Numbers Within 1000

    Unit 4


    Unit 5

    Shapes and Arrays

    Unit Themes

    Developing Mathematical Mindsets

    Becoming a confident learner and doer of mathematics begins first with believing we are capable, that mistakes are essential to developing depth of understanding, and that most often our highest level work happens through collaboration with others.

    Unit 1: Numbers Within 20: Addition, Subtraction, and Data

    • Knowing different strategies, such as making a ten and doubles plus one, will help you add and subtract.

    • You can use what you know about the relationship between addition and subtraction to help you solve problems.

    • You can organize data into graphs to help you answer questions about the data.

    • Knowing how to model a problem with pictures or diagrams can help you solve the problem.

    Unit 2: Numbers Within 100: Addition, Subtraction, Time, and Money

    • You can use what you know about tens and ones to help you add numbers by place value.

    • Adding or subtracting from a tens number can make the problem easier. Knowing how to break apart numbers to get you to the nearest ten can help you solve addition and subtraction problems.

    • Models help you represent word problems. Knowing how to create a good model will help you solve one- or two-step word problems.

    • You can use what you know about skip-counting by fives to help you tell time to the nearest 5 minutes.

    Unit 3: Numbers Within 1000: Place Value, Addition, and Subtraction

    • The value of a digit in a number depends on its place in the number.  Knowing about place value will help you determine the total value of a number and will help you read, write, and compare numbers.

    • You can use what you know about place value to mentally add 10 or 100 to numbers or subtract 10 or 100 from numbers.

    • Knowing about place value will help you break apart numbers as a strategy for adding or subtracting.

    Unit 4: Length: Measurement, Addition and Subtraction, and Line Plots

    • There are different tools and different units that can be used to measure length.  Knowing about measurement will help you to estimate and compare lengths.

    • You can use addition or subtraction to find the difference between the lengths of objects.

    Unit 5: Shapes and Arrays: Partitioning and Tiling Shapes, Arrays, Evens and Odds

    • Knowing the number of sides and angles a shape has can help you identify the shape.

    • You can use what you know about dividing a shape into equal parts to show halves, thirds, and fourths.

    • An array is an arrangement of objects in equal rows and columns.  You can use what you know about addition and skip-counting to find the number of objects in an array.


    Second Grade Math Content Standards

    What are the math expectations of second grade students?


    Operations and Algebraic Thinking 

    • Represents and solves word problems involving addition and subtraction within 100 

    • Is fluent with addition and subtraction facts to 20 

    • Works with equal groups of objects to gain foundations for multiplication (e.g., arrays, repeated addition, etc.) 

    Numbers and Operation in Base Ten 

    • Understands place value (e.g., ones, tens, hundreds, thousands) 

    • Skip counts 5’s, 10’s, and 100’s within 1000 

    • Reads and writes numbers to 1000 using numerals, expanded form, and words

    • Compares three-digit numbers based on place value using >, =, < symbols 

    • Uses multiple strategies to add and subtract double digit numbers within 100 

    • Adds and subtracts within 1000 using models, strategies, and drawings 

    • Explains why addition and subtraction strategies work

    Measurement and Data 

    • Measures, estimates, and compares the lengths of objects in standard units 

    • Represents addition and subtraction on a number line 

    • Tells and writes time from analog and digital clocks to the nearest 5 minutes using a.m. and p.m. 

    • Solves word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ correctly 

    • Represents and interprets data on line plots, picture graphs, and bar graphs 


    • Recognizes and draws shapes according to given attributes (e.g., number of angles, number of faces) 

    • Identifies triangles, quadrilaterals, pentagons, hexagons, and cubes 

    • Divides a rectangle into equal squares and finds the total number 

    • Divides circles and rectangles into equal pieces (2, 3, or 4), and describes the whole as two halves, three thirds, or four fourths

    • Recognizes that equal parts of identical wholes do need to be the same shape


    Standards for Mathematical Practice 

    The eight standards for mathematical practice describe the “know-how” or habits of mind that we seek to develop in students. These practices define important methods and skills that students need to be mathematically proficient.


    1. Make sense of problems and persevere in solving them. 

    Students are able to “stick with” problems and will try multiple methods to reach a solution. 

    2. Reason abstractly and quantitatively. 

    Students understand that written numerals represent real world objects and quantities. 

    3. Construct viable arguments and critique the reasoning  of others. 

    Students are able to explain their own mathematical ideas and strategies and they respond to the thinking of others. 

    4. Model with mathematics. 

    Students use pictures, objects, numbers, and/or words to express their mathematical thinking and reasoning. 

    5. Use appropriate tools strategically. 

    Students select the appropriate tools and resources to solve a problem. 

    6. Attend to precision. 

    Students use detailed and accurate mathematical vocabulary to communicate mathematical understandings. 

    7. Look for and make use of structures. 

    Students notice attributes and structures in mathematics such as: sorts shapes by the number of sides or recognizes that 4+6=10 and 6+4=10. 

    8. Look for and express regularity in repeated reasoning. 

    Students identify patterns, make predictions and use repetitive actions that support computation: 12 + 5 is the same as 10 + 2 + 5.