What does a student learn in StateAlaska,GradeGrade 2,SubjectMathematics?

Students read a short story problem, make a rough guess at the answer, then add or subtract to solve it. Numbers go up to 100, and students write an equation with a box or question mark showing what they had to figure out.

Students add and subtract any two numbers up to 20 quickly in their heads, without counting on fingers. By the end of second grade, they have the basic addition facts memorized cold.

Students sort a collection of up to 20 objects into pairs to figure out if the total is odd or even. If every object has a partner, the number is even, and students write it as two equal groups added together.

Students count objects arranged in rows and columns (like a grid of dots or tiles) by adding the same number again and again. Then they write that repeated addition as an equation.

Students spot a repeating number pattern, figure out the rule behind it, and use that rule to say what comes next.

Three-digit numbers have a hundreds place, a tens place, and a ones place. Students learn what each digit in a number like 347 actually means: 3 hundreds, 4 tens, and 7 ones.

Students learn that ten groups of ten ones make one hundred. It is the same idea as bundling ten dimes into a dollar: a new unit worth more, made entirely from smaller pieces.

Round numbers like 300 or 700 are just a count of hundreds with nothing left over. Students learn that 500 means exactly five hundreds, no tens, no ones.

Students count forward to 1,000 and practice jumping by 5s, 10s, and 100s, the way you might count nickels, dimes, or dollar bills.

Students read and write numbers up to 1,000 three ways: as digits (357), as words (three hundred fifty-seven), and broken apart by place value (300 + 50 + 7). They also put numbers in order from smallest to largest.

Students look at two three-digit numbers and decide which is bigger, smaller, or equal by comparing hundreds first, then tens, then ones. They record the answer using the symbols >, <, or =.

Students add and subtract any two numbers up to 100 quickly and accurately. They use what they know about tens and ones, or the connection between addition and subtraction, to find the answer without guessing.

Students add up to four two-digit numbers at once by grouping tens together and ones together before combining them. This is the building block for adding longer columns of numbers.

Students add and subtract numbers up to 1,000 by grouping hundreds, tens, and ones separately. They use blocks, drawings, or written steps to show their work and explain why their method works.

Students add or subtract 10 and 100 in their heads, without pencil or paper. Given a number like 450, they can quickly say what's 10 more or 100 less.

Students explain why an addition or subtraction problem works, not just what the answer is. They might sketch out tens and ones blocks or describe how they broke a number apart to solve it.

Students pick the right measuring tool for the job and use it to find how long something is. A short pencil gets a ruler; a longer distance might need a tape measure or yardstick.

Students measure the same object twice, once with inches and once with centimeters, then explain why the numbers come out different. The shorter the unit, the bigger the count.

Students guess how long something is before measuring it, then check with a ruler or tape measure. They practice with inches, feet, yards, centimeters, and meters.

Students measure two objects with a ruler, then say how many inches or centimeters longer one is than the other.

Students solve story problems about length, like figuring out how much longer one rope is than another, using addition or subtraction. Numbers stay under 100, and students write a math equation to show their thinking.

Students place whole numbers on a number line and use it to add and subtract. Moving right adds, moving left subtracts, and every jump is the same size.

Students read analog and digital clocks and write the time to the nearest five minutes. They also label times as a.m. or p.m. to show whether it falls before or after noon.

Students read money amounts written with $ and ¢ symbols, then solve simple word problems using coins and dollar bills. Think counting change or figuring out if they have enough to buy something.

Students gather information, organize it into a table or graph, and explain what the numbers show. This is the first time students work with line plots.

Students collect data, sort it into up to four groups, and draw a picture graph or bar graph to show what they found. Then they answer questions by reading the graph, such as how many more or fewer items are in one group than another.

Students sort and draw shapes by counting their sides and corners. They name triangles, four-sided figures, five-sided figures, six-sided figures, and cubes.

Students divide a rectangle into equal-sized squares arranged in rows and columns, then count all the squares to find the total. It's an early look at how multiplication and area work.

Students cut circles and rectangles into equal pieces and name them: halves, thirds, fourths. They also learn that two halves of the same shape can look different from each other and still be equal shares.