Standards Map

Mathematics > Grade 2 > Number and Operations in Base Ten
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Mathematics | Grade : 2

Domain - Number and Operations in Base Ten

Cluster - Use place value understanding and properties of operations to add and subtract.

[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.

Resources:


  • Addition and subtraction within 5, 10, 20, 100, or 1,000
    Addition or subtraction of two whole numbers with whole number answers, and with sum or minuend in the range 0–5, 0–10, 0–20, or 0–100, respectively. Example: 8 + 2 = 10 is an addition within 10, 14 – 5 = 9 is a subtraction within 20, and 55 – 18 = 37 is a subtraction within 100.
  • Fluency
    Fluency in the grades 1–6 standards is the ability to carry out calculations and apply numerical algorithms quickly and accurately. Fluency in each grade involves a mixture of knowing some answers from memory (instant recall), knowing some answers from patterns (e.g., “adding 0 yields the same number”), and knowing some answers from the use of other strategies. The development of fluency follows a specific progression in these grades that begins with conceptual understanding and eventually requires students to “know from memory their math facts,” use various strategies to arrive at answers, and develop proficiency using the standard algorithm for each operation. (See standards 1.OA.B.3, 2.OA.B.2, 3.OA.B.5, 3.OA.C.7 and 3.NBT.A.2, 4.NBT.B.4, 5.NBT.B.5, 6.NS.B.2 and 6.NS.B.3.)
  • Properties of operations
  • Standard Algorithms for Addition and Subtraction

Predecessor Standards:

  • 1.NBT.C.4
    Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
  • 1.NBT.C.5
    Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
  • 1.NBT.C.6
    Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), 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 and explain the reasoning used.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • 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. See Glossary, Table 1
  • 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 single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5. [Note: Strategies such as counting on; making tens; decomposing a number; using the relationship between addition and subtraction; and creating equivalent but easier or known sums]