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2nd Grade Learning Progression (v2)

Page history last edited by Christine Koerner 2 years, 7 months ago

Welcome to the new progression for 2nd Grade. This progression builds upon Math Framework Project Phase 1 work (see Progression v1 here), taking many of the best features and building in an Overarching Question, Essential Questions, and Big Ideas for each unit. This new model takes the work of bundling standards to the next level by grouping together grade level concepts under Big Ideas. The Big Ideas are designed to represent the critical mathematics of this grade level in a manner we believe to be more coherent and productive as a guide for planning instruction, assessment, and intervention. Big Ideas are not a replacement for the objectives. 


Click on the unit numbers below to see essential understandings, student activities, and suggested sequencing.


The use of an asterisk (*) indicates an objective is repeated in another unit or an objective that is partially taught in a unit and will be taught in its entirety in a later unit. The parts of the objective that will be taught in a later unit is indicated by the “strikethroughs.” Occasionally, new words are added to the objective to ensure the objective still makes sense considering the strikethroughs.



Overarching Question

Essential Questions

Big Ideas

Full Objectives

Unit 0: 

Growth Mindset

How does mindset affect learning mathematics?  
  1. Math is about learning, not about performing.
  2. Math is about making sense.
  3. Math is filled with conjectures, creativity, and uncertainty.
  4. Mistakes are beautiful things.
  • Develop a deep and flexible conceptual understanding
  • Develop accurate and appropriate procedural fluency
  • Develop strategies for problem solving
  • Develop mathematical reasoning
  • Develop a productive mathematical disposition
  • Develop the ability to make conjectures, model, and generalize
  • Develop the ability to communicate mathematically 

Unit 1: Developing Place Value Concepts


5-6 weeks








How does place value help us understand number relationships?

  1. Why is the position of a digit important?

  2. What is the relationship between the place of a digit and its value?

  3. What are ways numbers can be represented?

  4. How do numbers relate to one another?


  1. Our number system is based on ten.

  2. Numbers can be represented in many ways.

  3. Place value helps compare and order numbers.

  4. Compatible numbers aid in problem solving.

2.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. (up to 120)

2.N.1.2 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 100.  

2.N.1.3 Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. 

2.N.1.4 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number.  (a given two-digit number; finding 100 more or less will be in a later unit)

2.N.1.5 Recognize when to round numbers to the nearest 10 and 100. 

2.N.1.6 Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800). (up to 100)

Unit 2: Applying Place Value to Patterns and Data



3-4 weeks









How do patterns and graphs explain real-world situations?

  1. What are the many ways to do amazing things with adding, subtracting, and multiplying

  2. How can math be used in my world?

  3. What can I contribute to math

  4. How do you know when an answer is reasonable?

  1. Patterns can be used to describe our world.

  2. Patterns can repeat, grow, and shrink.

  3. Patterns can be used to solve problems and predict what comes next.

  4. Graphs represent and understand real-world data.

  5. Graphs can be used to solve problems, predict what comes next, and make interpretations.

2.A.1.1 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. 

2.A.1.2 Represent and describe repeating patterns involving shapes in a variety of contexts.

2.D.1.1 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. 

2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. 

2.D.1.3 Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 

2.D.1.4 Draw conclusions and make predictions from information in a graph. 

Unit 3:  Developing Place Value in Operations


5-6 weeks








How does understanding place value aid in whole number operations?

  1. What are the many ways to do amazing things with adding, subtracting, and multiplying?

  2. How can math be used in my world?

  3. What can I contribute to math?

  4. How do you know when an answer is reasonable?

  1. There are a variety of strategies for adding and subtracting numbers.

  2. Real-world problems can have solutions based on addition and subtraction.

  3. There are a variety of ways to represent multiplication.

  4. Estimation is a strategy for solving problems.


2.N.2.1 Use the relationship between addition and subtraction to generate basic facts up to 20.

2.N.2.2 Demonstrate fluency with basic addition facts and related subtraction facts up to 20.

2.N.2.3 Estimate sums and differences up to 100.

2.N.2.4 Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.

2.N.2.5 Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. 

2.N.2.6 Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication.

Unit 4:  

Using Place Value in Algebraic Reasoning


3-4 weeks





How do we use equivalence to describe our world?

  1. How do we use math to describe our world?

  2. How do numbers represent real-life situations?

  3. How can we use patterns to understand properties in the number system?

  1. A relationship exists between number sentences and other representations of numbers.

  2. Number sentences represent real-world situations.

  3. Properties help us find unknown values in number sentences.


2.A.2.1 Use objects and number lines to represent number sentences. 

2.A.2.2 Generate real-world situations to represent number sentences and vice versa.

2.A.2.3 Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false.



Unit 5: Geometry, Partitioning, and Time


4 weeks











Why would we divide something into equal parts?

  1. How do we compare different shapes?

  2. Why would we divide something into equal parts?

  3. What is measured when we tell time?

  1. Shapes are defined by their attributes.

  2. Sets and shapes can be portioned into equal shares.

  3. Analog and digital clocks are used to tell time of day.

  4. Angles are varying sizes; some are smaller than right angles, and some are larger.




2.GM.1.1 Recognize trapezoids and hexagons.

2.GM.1.2 Describe, compare, and classify two-dimensional figures according to their geometric attributes.

2.GM.1.3 Compose two-dimensional shapes using triangles, squares, hexagons, trapezoids, and rhombi.

2.GM.1.4 Recognize right angles and classify angles as smaller or larger than a right angle.

2.GM.3.1 Read and write time to the quarter-hour on an analog and digital clock.  Distinguish between a.m. and p.m. 

2.N.3.1 Identify the parts of a set and area that represent fractions for halves, thirds, and fourths.

2.N.3.2 Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths.



Unit 6:

Money and Measurement


5-6 weeks







How can we use multiple representations to make sense of the world?




  1. How can we use multiple representations to make sense of the world?

  2. How do we know if we have enough money to buy something?

  3. What happens to measurement when you use a different unit?

  4. How do containers of different size and shape hold the same amount?

  1. Coins are part of a whole dollar.

  2. Objects are measured in length.

  3. Containers have capacity.


2.N.4.1 Determine the value of a collection(s) of coins up to one dollar using the cent symbol.

2.N.4.2 Use a combination of coins to represent a given amount of money up to one dollar.

2.GM.2.1 Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object.

2.GM.2.2 Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit.

2.GM.2.3 Explore how varying shapes and styles of containers can have the same capacity



 Culminating Unit


2 weeks




How are multiplication and division related?






This unit is intended to stretch above second grade standards into third grade. Some of the tasks in this unit will use third grade standards to develop the connection between multiplication and division.  Each task will allow students to use manipulatives and models to problem solve.





Distance Learning Resources/
Supplemental Activities
How can students develop and show evidence of understanding?     Multiple objectives are covered in this material. These math tasks are designed to enhance current curriculum and support distance learning.


Introduction to the OKMath Framework

2nd Grade Introduction



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