Common Core Math Grade 2 Printables

Second grade math printables organized by Common Core standard.

SubjectMathELA
GradeK1st2nd3rd

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Operations & Algebraic Thinking

4 standards
2.OA.A.1Add & Subtract Word ProblemsUse 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 printables →2.OA.B.2Fluently Add & Subtract Within 20Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.See printables →2.OA.C.3Odd & Even NumbersDetermine 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.See printables →2.OA.C.4Addition With Rectangular ArraysUse 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.See printables →

Number & Operations in Base Ten

11 standards
2.NBT.A.1Understand Three-Digit Place ValueUnderstand 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:See printables →2.NBT.A.1.aA Hundred as Ten Tens100 can be thought of as a bundle of ten tens — called a "hundred."See printables →2.NBT.A.1.bHundreds With Zero Tens and OnesThe 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).See printables →2.NBT.A.2Count and Skip-Count Within 1000Count within 1000; skip-count by 5s, 10s, and 100s.See printables →2.NBT.A.3Read & Write Numbers to 1000Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.See printables →2.NBT.A.4Compare Three-Digit NumbersCompare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.See printables →2.NBT.B.5Fluently Add & Subtract Within 100Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.See printables →2.NBT.B.6Add Four Two-Digit NumbersAdd up to four two-digit numbers using strategies based on place value and properties of operations.See printables →2.NBT.B.7Add & Subtract Within 1000Add 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.See printables →2.NBT.B.8Mentally Add & Subtract 10 or 100Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.See printables →2.NBT.B.9Explain Why Strategies WorkExplain why addition and subtraction strategies work, using place value and the properties of operations.See printables →

Measurement & Data

10 standards
2.MD.A.1Measure Length With ToolsMeasure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.See printables →2.MD.A.2Measure With Different UnitsMeasure 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.See printables →2.MD.A.3Estimate Lengths in UnitsEstimate lengths using units of inches, feet, centimeters, and meters.See printables →2.MD.A.4Compare Lengths of ObjectsMeasure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.See printables →2.MD.B.5Length Word ProblemsUse 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.See printables →2.MD.B.6Whole Numbers on Number LineRepresent 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.See printables →2.MD.C.7Tell & Write TimeTell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.See printables →2.MD.C.8Money Word ProblemsSolve 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?See printables →2.MD.D.9Generate & Plot Measurement DataGenerate 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.See printables →2.MD.D.10Picture & Bar GraphsDraw 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.See printables →

Geometry

3 standards
2.G.A.1Recognize & Draw ShapesRecognize 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.See printables →2.G.A.2Partition Rectangle Into SquaresPartition a rectangle into rows and columns of same-size squares and count to find the total number of them.See printables →2.G.A.3Partition Into Equal SharesPartition 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.See printables →

Second grade is where the bigger numbers click

Carrying, borrowing, regrouping — the words sound like magic tricks, but they’re all the same idea: a number is built from ones, tens, and hundreds, and you can trade between them. When a child really understands that, two- and three-digit math stops being steps to memorize and starts making sense.

Second grade math questions, answered

What should my second grader know by the end of the year in math?

By the end of second grade, the goal is to fluently add and subtract within 20 (knowing one-digit sums by heart), understand place value into the hundreds, add and subtract within 100–1,000 with regrouping, tell time to the nearest five minutes, count money, and measure lengths. It’s a full year of growth — these build month by month, so steady practice matters more than speed.

What does “regrouping” (carrying and borrowing) actually mean?

Regrouping is the real name for “carrying” and “borrowing.” It just means trading between place values — 10 ones become 1 ten, or 1 ten breaks back into 10 ones. It feels confusing as steps to follow, but it clicks fast when kids physically trade base-ten blocks. Once they see the trade, the paper version makes sense.

How can I help my second grader with math at home?

Lean on everyday life — it’s full of second grade math. Count change at the store, figure out “how many minutes until…”, skip-count by 5s and 10s, and group things into tens and hundreds.

My child still counts on their fingers — should I worry?

Usually not. Fingers and counters are a normal, healthy stage — they hold the numbers while fluency catches up. What you want over the year is the counting getting faster and more automatic. If it stays slow on small sums, a quick chat with the teacher helps; otherwise it speeds up with practice.

What should my second grader know about money and telling time?

By year’s end, the goal is telling time to the nearest five minutes (with a.m. and p.m.) and knowing coin and dollar values — counting a small handful of mixed coins. Both come to life with the real thing — a real clock and real or play money.