Publisher: Pearson Scott Foresman & Prentice Hall
Program Title: enVisionMATH California Common Core Edition, Grade 2
Components: Student Edition (SE); Teacher’s Edition (TE)
Standards Map for a Basic Grade Level Program
2014 Mathematics Primary Adoption
enVisionMATH CaliforniaCommon Core
©2015
CommonCoreState Standards with California Additions
Grade 2 – Mathematics
CommonCoreState Standards with California Additions[1]
Standards Map for a Basic GradeLevel Program
Grade Two – Mathematics
Publisher Citations / Meets Standard / For Reviewer Use OnlyStandard No. / Standard Language / Primary Citations / Supporting Citations / Y / N / Reviewer Notes
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2.OA 1. / Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, puttingtogether, 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. / SE/TE: 710, 1518, 9194, 245249, 287290
TE: 7A10B, 15A18B, 91A94B, 245A249B, 287A290B / SE/TE: 6164, 113116, 221224, 241244, 263266
TE: 61A64B, 113A116B, 221A224B, 241A244B, 263A266B
Add and subtract within 20.
2.OA 2. / Fluently add and subtract within 20 using mental strategies.[2] By end of Grade 2, know from memory all sums of two onedigit numbers. / SE/TE: 3740, 4144, 7174, 7578, 8386
TE: 37A40B, 41A44B, 71A74B, 75A78B, 83A86B / SE/TE: 4548, 4952, 5760, 7982, 8790
TE: 45A48B, 49A52B, 57A60B, 79A82B, 87A90B
Work with equal groups of objects to gain foundations formultiplication.
2.OA 3. / Determine whether a group of objects (upto 20) has an odd or evennumber 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 equaladdends. / SE/TE: 143146
TE: 143A146B / SE/TE: 152 Set D
2.OA 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 anequation to express the total as a sum of equal addends. / SE/TE: 101104, 105108, 109112, 113116
TE: 101A104B, 105A108B, 109A112B, 113A116B
NUMBER AND OPERATIONS IN BASE TEN
Understand place value.
2.NBT 1a. / Understand that the three digits of a threedigit 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:100 can be thought of as a bundle of ten tens — called a “hundred.” / SE/TE: 297300
TE: 297A300B / SE/TE: 301304, 305308
TE: 301A304B, 305A308B
2.NBT 1b. / Understand that the three digits of a threedigit 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: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 0tens and 0 ones). / SE/TE: 297300
TE: 297A300B / SE/TE: 301304, 305308
TE: 301A304B, 305A308B
2.NBT 2. / Count within 1000; skipcount by 2s, 5s, 10s, and 100s. / SE/TE: 313316, 317320, 325328
TE: 313A316B, 317A320B, 325A328B / SE/TE: 177180, 297300, 419422
TE: 177A180B, 297A300B, 419A422B
2.NBT 3. / Read and write numbers to 1000 using baseten numerals, numbernames, and expanded form. / SE/TE: 127130, 305308
TE: 127A130B, 305A308B / SE/TE: 123126, 301304
TE: 123A126B, 301A304B
2.NBT 4. / Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results ofcomparisons. / SE/TE: 321324
TE: 321A324B / SE/TE: 325328, 330 Set C
TE: 325A328B
Use place value understanding and properties of operations to addand subtract.
2.NBT 5. / Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction. / SE/TE: 4952, 191194, 229232, 271274, 279282, 283286
TE: 49A52B, 191A194B, 229A232B, 271A274B, 279A282B, 283A286B / SE/TE: 2326, 165168, 195198, 221224, 225228, 267270
TE: 23A26B, 165A168B, 195A198B, 221A224B, 225A228B, 267A270B
2.NBT 6. / Add up to four twodigit numbers using strategies based on place value and properties of operations. / SE/TE: 5356, 6164, 237240
TE: 53A56B, 61A64B, 237A240B
2.NBT 7. / Add and subtract within 1000, using concrete models or drawingsand strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategyto a written method. Understand that in adding or subtracting threedigitnumbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose ordecompose tens or hundreds. / SE/TE: 347350, 351354, 355358, 359362, 371374
TE: 347A350B, 351A354B, 355A358B, 359A362B, 371A374B / SE/TE: 241244, 335338, 339342, 363366, 367370
TE: 241A244B, 335A338B, 339A342B, 363A366B, 367A370B
2.NBT 7.1 / Use estimation strategies to make reasonable estimates in problem solving / SE/TE: 343346, 363366, 453456
TE: 343A346B, 363A366B, 453A456B
2.NBT 8. / Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. / SE/TE: 309312, 313316
TE: 309A312B, 313A316B / SE/TE: 339342
TE: 339A342B
2.NBT 9. / Explain why addition and subtraction strategies work, using place valueand the properties of operations.[3] / SE/TE: 367370
TE: 367A370B / SE/TE: 213216, 241244, 255258, 279282, 283286, 347350
TE: 213A216B, 241A244B, 255A258B, 279A282B, 283A286B, 347A350B
MEASUREMENT AND DATA
Measure and estimate lengths in standard units.
2.MD 1. / Measure the length of an object by selecting and using appropriatetools such as rulers, yardsticks, meter sticks, and measuring tapes. / SE/TE: 467470, 471474, 475478
TE: 467A470B, 471A474B, 475A478B / SE/TE: 479482, 483486, 499502
TE: 479A482B, 483A486B, 499A502B
2.MD 2. / Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the twomeasurements relate to the size of the unit chosen. / SE/TE: 487490
TE: 487A490B
2.MD3. / Estimate lengths using units of inches, feet, centimeters, and meters. / SE/TE: 479482, 483486
TE: 479A482B, 483A486B / SE/TE: 471474, 475478
TE: 471A474B, 475A478B
2.MD4. / Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. / SE/TE: 495498
TE: 495A498B / SE/TE: 504 Set D
Relate addition and subtraction to length.
2.MD 5. / Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by usingdrawings (such as drawings of rulers) and equations with a symbol forthe unknown number to represent the problem. / SE/TE: 491494
TE: 491A494B
2.MD 6. / Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., andrepresent wholenumber sums and differences within 100 on a numberline diagram. / SE/TE: 233236, 275278
TE: 233A236B, 275A278B
Work with time and money.
2.MD 7. / Tell and write time from analog and digital clocks to the nearest fiveminutes, using a.m. and p.m.Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). / SE/TE: 509512, 513516, 517520, 521524
TE: 509A512B, 513A516B, 517A520B, 521A524B
2.MD 8. / Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2dimes and 3 pennies, how many cents do you have? / SE/TE: 435438, 445448, 449452, 457460
TE: 435A438B, 445A448B, 449A452B, 457A460B / SE/TE: 421422, 425426, 429430, 433434, 453456
TE: 453A456B
Represent and interpret data.
2.MD 9. / Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where thehorizontal scale is marked off in wholenumber units. / SE/TE: 529532
TE: 529A532B / SE/TE: 542 Set D
2.MD 10. / Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether,takeapart, and compare problems using informationpresented in a bar graph. / SE/TE: 525528, 533536, 537540
TE: 525A528B, 533A536B, 537A540B
GEOMETRY
Reason with shapes and their attributes.
2.G 1. / Recognize and draw shapes havingspecified attributes, such as a givennumber of angles or a given number of equal faces.[4] Identify triangles,quadrilaterals, pentagons, hexagons, and cubes. / SE/TE: 385388, 389392, 393396, 409412
TE: 385A388B, 389A392B, 393A396B, 409A412B
2.G 2. / Partition a rectangle into rows and columns of samesize squares andcount to find the total number of them. / SE/TE: 401404
TE: 401A404B / SE/TE: 414 Set D
2.G 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. / SE/TE: 397400, 405408
TE: 397A400B, 405A408B
MATHEMATICAL PRACTICES
MP 1. / Make sense of problems and persevere insolving them. / SE: Mathematical Practices Handbook p. 2
TE: 1A1B
MP 2. / Reason abstractly and quantitatively. / SE: Mathematical Practices Handbook p. 2
TE: 1A1B
MP 3. / Construct viable arguments and critiquethe reasoning of others. / SE: Mathematical Practices Handbook p. 3
TE: 1A1B
MP 4. / Model with mathematics. / SE: Mathematical Practices Handbook p. 3
TE: 1A1B
MP 5. / Use appropriate tools strategically. / SE: Mathematical Practices Handbook p. 3
TE: 1A1B
MP 6. / Attend to precision. / SE: Mathematical Practices Handbook p. 4
TE: 1A1B
MP 7. / Look for and make use of structure. / SE: Mathematical Practices Handbook p. 4
TE: 1A1B
MP 8. / Look for and express regularity in repeated reasoning. / SE: Mathematical Practices Handbook p. 4
TE: 1A1B
Appendix
California Department of Education
Posted February 2013
© California Department of EducationCommonCoreStateStandards MapJanuary 16, 2013
Page 1
[1]These standards were originally produced by the Common Core State Standards Initiative, a stateled effort coordinated by the NationalGovernorsAssociationCenter for Best Practices and the Council of Chief State School Officers. California additions were made by the State Board of Education when it adopted the Common Core on August 2, 2010 and modified pursuant to Senate Bill 1200 located at on January 16, 2013. Additions are marked in bold and underlined.
[2]See standard 1.OA 6 for a list of mental strategies.
[3]Explanations may be supported by drawings or objects.
[4]Sizes are compared directly or visually, not compared by measuring.