Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
Introduction
The North Dakota Common Core State Standards (NDCCSS) define what students should understand and be able to do in their
study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has
understood it. These NDCCSS emphasize conceptual understanding and procedural knowledge, which is different from the skill
based focus of the previous ND standards. Mathematical understanding and procedural skill are equally important, and both are
assessable using mathematical tasks of sufficient richness.
NDCCSS should be read as allowing for the widest possible range of students to participate fully from the outset, along with
appropriate accommodations to ensure maximum participation of students with special education needs. No set of grade-specific
standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given
classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all
students.
NDCCSS require students to master skills and concepts found within the specified grade. In order for mastery to be obtained,
teachers must be aware that skills and concepts will need to be introduced prior to the grade in which the Standard is listed.
Consider this example:
2.MD.8- Students must solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately. Example: If you have 2 dimes and 2 pennies, how many cents do you have? Students will need to
be able to identify dollar bills and coins prior to mastery of the standard. Therefore, these skills need to be introduced in
Kindergarten and First grade even though they are not found as standards in those grades.
It has been noted many life skills are not included as specific NDCCSS; these would include concepts such as reading a
calendar, patterning, identifying the value of coins and paper money, and counting of like coins. It is necessary to include these
life skills during daily routine so that students will develop a complete understanding of mathematical concepts and gain prior
knowledge for mastery of standards.
Draft- NDCT October 2011
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
Notes
Activities
CCSS Domain: Operations and Algebraic Thinking
CCSS Cluster: Represent and solve problems involving addition and subtraction.
2.1.12
2.OA.1
Strong correlation.
Select an operation to
Use addition and
solve problems involving
subtraction within 100 to
addition and subtraction
solve one- and two-step
of whole numbers.
word problems involving
situations of adding to,
2.1.13
taking from, putting
Add and subtract twotogether, taking apart,
digit whole numbers
and comparing, with
between 0 and 100
unknowns in all positions,
without regrouping.
e.g., by using drawings
and equations with a
2.5.3
symbol for the unknown
Solve addition and
number to represent the
subtraction equations
problem.
with unknown numbers,
e.g., 2 + i = 5
2.5.4
Use symbols (i.e., +, -, =,
<, >) to write simple
number sentences.
2.5.5
Use words, objects, and
number sentences to
represent addition and
subtraction problems.
Draft- NDCT October 2011
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
Notes
2.1.2
Count backward from
100.
Counting backward can
be used as a strategy for
subtraction.
2.1.9
Round numbers to 10.
Moved to third grade.
2.1.10
Use grade appropriate
terms when
communicating about
addition and subtraction,
i.e.: addend, sum,
difference.
Mathematical practices –
see CCSS pages 6-9.
2.5.1
Extend and create
number patterns.
Moved to fourth grade.
2.5.2
State the rule that
describes a given
repeating and growing
pattern.
Moved to fourth grade.
Draft- NDCT October 2011
Activities
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
CCSS Cluster: Add and subtract within 20.
2.1.15
Add and subtract twodigit whole numbers
between 0 and 100
without regrouping.
2.1.16
Recall addition facts and
subtraction facts (0-18).
ND Common Core State
Standard (CCSS)
2.OA.2
Fluently add and subtract
within 20 using mental
strategies. By end of
Grade 2, know from
memory all sums of two
one-digit numbers.
Notes
Activities
Strong correlation.
2.1.17
Estimate whole number
sums and differences.
CCSS Cluster: Work with equal groups of objects to gain foundations for multiplication.
2.1.6
2.OA.3
Strong correlation.
Demonstrate, identify,
Determine whether a
and explain the difference group of objects (up to
between odd and even
20) has an odd or even
numbers using concrete
number of members, e.g.,
objects or drawings.
by pairing objects or
counting them by 2s;
write an equation to
express an even number
as a sum of two equal
addends.
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
2.1.14
Model multiplication using
equal sets of objects.
CCSS Domain: Number and Operations in Base Ten
CCSS Cluster: Understand place value.
2.1.5
Connect number words
and numerals to the
quantities they represent
up to 100.
2.1.7
Identify place value
concepts through the
hundreds place.
Draft- NDCT October 2011
ND Common Core State
Standard (CCSS)
Notes
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 an equation to
express the total as a
sum of equal addends.
Includes writing an
equation.
Specifies rectangular
arrays.
2.NBT.1
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:
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).
Deeper understanding of
place value.
Activities
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
2.1.1
Count and order numbers
up to 1,000.
ND Common Core State
Standard (CCSS)
Notes
2.NBT.2
Count within 1000; skipcount by 5s, 10s, and
100s.
Strong correlation.
Includes counting by
100s.
2.1.4
Identify and write
numerals to 1,000.
2.NBT.3
Read and write numbers
to 1000 using base-ten
numerals, number
names, and expanded
form.
Includes writing number
names and expanded
form.
2.1.8
Use symbols (i.e., >, <, =)
to compare whole
numbers to 1,000.
2.NBT.4
Compare two three-digit
numbers based on
meanings of the
hundreds, tens, and ones
digits, using >, =, and <
symbols to record the
results of comparisons.
Deeper understanding of
place value.
Activities
2.1.3
Count by 2's, 5's, and
10's.
2.5.4
Use symbols (i.e., +, -, =,
<, >) to write simple
number sentences.
Draft- NDCT October 2011
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
Notes
Activities
CCSS Cluster: Use place value understanding and properties of operations to add and subtract.
2.1.13
2.NBT.5
Strong correlation.
Demonstrate the inverse
Fluently add and subtract
relationship between
within 100 using
addition and subtraction,
strategies based on place
i.e., 3+4 = 7, 7-4 = 3.
value, properties of
operations, and/or the
2.1.15
relationship between
Add and subtract twoaddition and subtraction.
digit whole numbers
between 0 and 100
without regrouping.
2.1.7
Identify place value
concepts through the
hundreds place.
2.1.7
Identify place value
concepts through the
hundreds place.
2.1.15
Add and subtract twodigit whole numbers
between 0 and 100
without regrouping.
Draft- NDCT October 2011
2.NBT.6
Add up to four two-digit
numbers using strategies
based on place value and
properties of operations.
Emphasizes use of
strategies.
Includes adding four
numbers.
Includes regrouping.
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
2.1.15
Add and subtract twodigit whole numbers
between 0 and 100
without regrouping.
Draft- NDCT October 2011
ND Common Core State
Standard (CCSS)
Notes
2.NBT.7
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.
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.
New second grade
expectation.
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.
Includes numbers to 900
(instead of 100).
Emphasizes mental
math.
Activities
8
Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
2.NBT.9
Explain why addition and
subtraction strategies
work, using place value
and the properties of
operations.
CCSS Domain: Measurement and Data
CCSS Cluster: Measure and estimate lengths in standard units.
2.MD.1
Measure the length of an
object by selecting and
using appropriate tools
such as rulers,
yardsticks, meter sticks,
and measuring tapes.
2.4.11
Select the appropriate
units for measuring time,
length, weight, and
temperature.
2.4.10
Identify the approximate
size of basic units, e.g.,
width of finger is about
one centimeter, large
soda bottle is two liters, a
paper clip weighs one
gram.
Draft- NDCT October 2011
2.MD.2
Measure 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.
Notes
Activities
New second grade
expectation.
New second grade
expectation.
Deeper understanding of
the uses of measurement
and measurement tools.
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
Draft- NDCT October 2011
ND Standard
ND Common Core State
Standard (CCSS)
Notes
2.4.7
Estimate and measure
length to the nearest
inch, half-inch, foot, or
centimeter.
2.MD.3
Estimate lengths using
units of inches, feet,
centimeters, and meters.
Broader.
Includes meters.
2.4.9
Compare and order given
lengths, capacities,
weights, or temperatures
that are expressed in the
same unit of measure.
2.MD.4
Measure to determine
how much longer one
object is than another,
expressing the length
difference in terms of a
standard length unit.
Focuses on length.
Includes difference when
comparing lengths.
Activities
10
Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
CCSS Cluster: Relate addition and subtraction to length.
2.5.3
2.MD.5
Solve addition and
Use addition and
subtraction equations
subtraction within 100 to
with unknown numbers,
solve word problems
e.g., 2 + i = 5
involving lengths that are
given in the same units,
2.1.12
e.g., by using drawings
Select an operation to
(such as drawings of
solve problems involving
rulers) and equations with
addition and subtraction
a symbol for the unknown
of whole numbers.
number to represent the
problem.
2.1.15
Add and subtract twodigit whole numbers
between 0 and 100
without regrouping.
Notes
Activities
Strong correlation.
2.5.5
Use words, objects, and
number sentences to
represent addition and
subtraction problems.
2.4.9
Compare and order given
lengths, capacities,
weights, or temperatures
that are expressed in the
same unit of measure.
Draft- NDCT October 2011
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
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,…, and
represent whole-number
sums and differences
within 100 on a number
line diagram.
Notes
New second grade
expectation.
2.4.5
Estimate and measure
weight to the nearest
pound or kilogram.
Moved to third grade.
2.4.6
Estimate and measure
capacity to the nearest
cup or liter.
Moved to third grade.
2.4.8
Estimate and verify a
quantity, e.g.: marbles in
a jar.
Not addressed.
Draft- NDCT October 2011
Activities
12
Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
CCSS Cluster: Work with time and money.
2.4.1
Tell time to the nearest
quarter hour and 5
minute interval using
digital and analog clocks.
2.4.12
Use the symbols for the
dollar and cent.
2.4.4
Count mixed coins to
$1.00.
ND Common Core State
Standard (CCSS)
Notes
2.MD.7
Tell and write time from
analog and digital clocks
to the nearest five
minutes, using a.m. and
p.m.
Includes writing time and
a.m. and p.m.
2.MD.8
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?
Counting money is in the
context of a word
problem.
2.4.2
Distinguish between
weekdays and weekend
days.
Daily routines – see
introduction to this
document.
2.4.3
Recall the months of the
year in order.
Daily routines – see
introduction to this
document.
Draft- NDCT October 2011
Activities
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
CCSS Cluster: Represent and interpret data.
2.3.2
Demonstrate that data
can be represented in a
variety of ways.
2.4.7
Estimate and measure
length to the nearest
inch, half-inch, foot, or
centimeter.
2.3.2
Demonstrate that data
can be represented in a
variety of ways
2.3.3
Formulate and answer
simple questions from
data represented by
graphs
ND Common Core State
Standard (CCSS)
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 the
horizontal scale is
marked off in wholenumber units.
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
put-together, take-apart,
and compare problems
using information
presented in a bar graph.
Notes
Activities
Application of
measurement, data
collection, representation
and analysis.
Strong correlation.
2.3.1
Sort and classify objects
according to their
attributes and organize
data about the objects,
e.g.: Venn diagrams,
graphs, tables
Draft- NDCT October 2011
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
Notes
2.3.4.
Record results of
activities involving
chance (e.g.: coin flips,
dice rolls) and make
reasonable predictions
based upon data.
Moved to seventh grade.
2.3.5
Describe the likelihood of
an event, e.g.: cloudy, it
may rain.
Not addressed.
CCSS Domain: Geometry
CCSS Cluster: Reason with shapes and their attributes.
2.G.1
Recognize 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.
Draft- NDCT October 2011
Activities
New second grade
expectation.
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
2.1.14
Model multiplication using
equal sets of objects.
2.1.11
Represent and explain
fractions (i.e., one half,
one third, one fourth, one
sixth and one eighth) as
part of a whole and part
of a set.
2.1.11
Represent and explain
fractions (i.e., one half,
one third, one fourth, one
sixth and one eighth) as
part of a whole and part
of a set.
2.2.1
Recognize geometric
shapes and structures in
their environment.
Draft- NDCT October 2011
ND Common Core State
Standard (CCSS)
Notes
2.G.2
Partition a rectangle into
rows and columns of
same-size squares and
count to find the total
number of them.
Relates to the area model
of multiplication and
fractions.
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.
Strong correlation.
Activities
Moved to kindergarten.
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Grade 2 Mathematics Transition Document:
North Dakota State Standards to the Common Core State Standards
ND Standards Not
Addressed at this
Grade Level in
ND CCSS
ND Standard
ND Common Core State
Standard (CCSS)
Notes
2.2.2
Identify, describe and sort
three –dimensional
objects, i.e.: pyramid,
cube, rectangular prism,
cone, cylinder and
sphere.
Moved to kindergarten.
2.2.3
Predict and demonstrate
the results of putting
together and taking apart
shapes.
Moved to kindergarten
and first grade.
2.2.4
Identify symmetrical
shapes and draw their
line of symmetry.
Moved to fourth grade.
Activities
2.2.5
Identify congruent figures
from a selection of similar
figures.
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