Mathematics · 2026
A PRISM PLC team can start from OSPI's 13 Priority standards for Grade 2: one step adds them as its Priority standards, ready for scales, assessments and plans.
26 Common Core standards map onto this grade's 2026 standards.
| Common Core | 2026 |
|---|---|
| 2.OA.A.1Use 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. | M.2.R.OA.1 |
| 2.OA.B.2Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. | M.2.R.OA.2 |
| 2.OA.C.3Determine 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. | M.2.R.OA.3 |
| 2.OA.C.4Use 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. | M.2.SR.OA.4 |
| 2.NBT.A.1Understand 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: a. 100 can be thought of as a bundle of ten tens -” called a "hundred." b. 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). | M.2.R.NBT.1 |
| 2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s. | M.2.Q.NBT.2 |
| 2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | M.2.Q.NBT.3 |
| 2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | M.2.Q.NBT.4 |
| 2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. | M.2.Q.NBT.5 |
| 2.NBT.B.6Add up to four two-digit numbers using strategies based on place value and properties of operations. | M.2.Q.NBT.6 |
| 2.NBT.B.7Add 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. | M.2.Q.NBT.7 |
| 2.NBT.B.8Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. | M.2.Q.NBT.8 |
| 2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations. | M.2.Q.NBT.9 |
| 2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | M.2.Q.MD.1 |
| 2.MD.A.2Measure 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. | M.2.Q.MD.2 |
| 2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters. | M.2.Q.MD.3 |
| 2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | M.2.Q.MD.4 |
| 2.MD.B.5Use 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. | M.2.Q.MD.5 |
| 2.MD.B.6Represent 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. | M.2.Q.MD.6 |
| 2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | M.2.SR.MD.7 |
| 2.MD.C.8Solve 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? | M.2.Q.MD.8 |
| 2.MD.D.9Generate 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 the horizontal scale is marked off in whole-number units. | M.2.DA.MD.9 |
| 2.MD.D.10Draw 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. | M.2.DA.MD.10 |
| 2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | M.2.SR.G.1 |
| 2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | M.2.SR.G.2 |
| 2.G.A.3Partition 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. | M.2.SR.G.3 |
Generate questions to investigate topics of interest to students within the classroom, school, or community.
No Common Core standard maps here
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations by…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Collect and use data to consider and decide what data will answer the investigative question. Organize data with pictographs, line plots and bar graphs with single-unit scales. Recognize that data can vary for a variety of reasons.
No Common Core standard maps here
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics arguments that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Analyze data sets with up to four categories by making comparisons, looking for patterns and/or making predictions.
No Common Core standard maps here
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Interpret and communicate results through structured answers with teacher guidance. Make a statement(s) about the data collected to support the answer to the investigative question.
No Common Core standard maps here
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics argument that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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 the horizontal scale is marked off in whole-number units.
Common Core: 2.MD.D.9
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve one step put-together, take-apart, and compare problems using information presented in a bar graph.
Common Core: 2.MD.D.10
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Count within 1000; skip-count by 5s, 10s, and 100s.
Common Core: 2.NBT.A.2
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Common Core: 2.NBT.A.3
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Common Core: 2.NBT.A.4
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Efficiently, flexibly, and accurately add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core: 2.NBT.B.5
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Common Core: 2.NBT.B.6
ELD-MA.2-3.Argue.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematics arguments by…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Efficiently, flexibly, and accurately 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. Demonstrate understanding 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.
Common Core: 2.NBT.B.7
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Use flexible and efficient strategies to mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Common Core: 2.NBT.B.8
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Explain with words, numbers, and /or pictures why addition and subtraction strategies work, using place value and the properties of operations.
Common Core: 2.NBT.B.9
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Common Core: 2.MD.A.1
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Measure the length of an object twice, using length units of different lengths for the two measurements; explain how the two measurements relate to the size of the unit chosen.
Common Core: 2.MD.A.2
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Estimate lengths using units of inches, feet, centimeters, and meters.
Common Core: 2.MD.A.3
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
Common Core: 2.MD.A.4
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics arguments that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Efficiently, flexibly, and accurately use addition and subtraction within 100 to solve real world 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.
Common Core: 2.MD.B.5
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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 sum s and differences within 100 on a number line diagram.
Common Core: 2.MD.B.6
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics arguments that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Efficiently, flexibly, and accurately 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?
Common Core: 2.MD.C.8
ELD-MA.2-3.Argue.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematics arguments by…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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:
Common Core: 2.NBT.A.1
From the Illustrative Mathematics task library, CC BY-NC-SA 4.0
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Use addition and subtraction within 100 to efficiently, flexibly, and accurately solve one- and two-step real world 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.
Common Core: 2.OA.A.1
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics argument that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Efficiently, flexibly, and accurately add and subtract within 20 using flexible and efficient strategies.
Common Core: 2.OA.B.2
From the BTC Curricular Math Task Sheet, shared by Building Thinking Classrooms teachers
ELD-MA.2-3.Argue.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematics arguments by…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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.
Common Core: 2.OA.C.3
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Identify and draw shapes based on specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Common Core: 2.G.A.1
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations by…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Common Core: 2.G.A.2
ELD-MA.2-3.Argue.Expressive · Language for Mathematics, Grades 2-3
Construct mathematics arguments that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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. Demonstrate that equal shares of identical wholes need not have the same shape.
Common Core: 2.G.A.3
ELD-MA.2-3.Explain.Expressive · Language for Mathematics, Grades 2-3
Construct mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Common Core: 2.MD.C.7
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
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.
Common Core: 2.OA.C.4
ELD-MA.2-3.Explain.Interpretive · Language for Mathematics, Grades 2-3
Interpret mathematical explanations that…
OSPI's example connections to the WIDA ELD Standards Framework. How to read these
What these standards ask students to do with language, from OSPI's connections to the WIDA ELD Standards Framework. Each standard's own connections are under its Resources. How the connections work.
Accounting for how or why: how something works, why it happens, how a problem was solved.
Interpretive · listening, reading and viewing
10Interpret mathematical explanations that…
Interpret mathematical explanations by…
Expressive · speaking, writing and representing
11Construct mathematical explanations that…
Taking a position, backing it with evidence and reasoning, and weighing other positions.
Interpretive · listening, reading and viewing
3Interpret mathematics arguments by…
Expressive · speaking, writing and representing
6Construct mathematics arguments that…
Construct mathematics argument that…
8 Building Thinking Classrooms curricular tasks shared by teachers, filed the way the community's sheet files them. A task matched to one standard also appears under Resources on that standard.
From the BTC Curricular Math Task Sheet K-12, curated by the Building Thinking Classrooms community. Each link goes to the teacher's own file; all of them opened on Oct 14, 2026. Share a task
OSPI's guide to Grade 2 Mathematics, in seven languages.