# Playlists: 2

## Geometry

2.G.1-2.G.3 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.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
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.

### Partition Shapes

This playlist contains three activities that will help students understand and practice working with fractions. The activities get more challenging as you play. Students can play the following games independently:Fraction Flags (Oswego): Students color parts of a rectangle by breaking it into halves...

Standards: 2.G.3

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
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.

## Measurement & Data

### About the Standards Measurement & Data

2.MD.1-2.MD.4 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.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.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
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.
2.MD.5-2.MD.6 Relate Addition And Subtraction To Length.
2.MD.5 Use 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.
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.
2.MD.7-2.MD.8 Work With Time And Money.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using 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?
2.MD.9-2.MD.10 Represent And Interpret Data.
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 whole-number units.
2.MD.10 Draw 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 problems4 using information presented in a bar graph.

### Telling Time Within 5 Minutes

This playlist contains activities to help students practice telling time.  Time Keeper (Fuel the Brain):  Students may choose “30 minute interval,” “15 minute interval,” “5 minutes interval,” or “1 minute interval.”  (Analog clocks only)  Time Tunnel (Fuel the Bra...

Standards: 2.MD.7

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using 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?

### Measurement is Everywhere

This playlist contains three activities that will help students estimate using inches, feet, and yards as well as measure using a ruler.Students will practice measuring with these two activities:Inchy Picnic (Fuel the Brain): Students click on the ruler and turn it, when needed, to measure the dista...

Standards: 2.MD.1

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.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.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
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.
2.MD.2

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.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.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
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.
2.MD.3

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.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.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
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.

### Number Line Fun

This playlist is organized to build understanding and knowledge of number lines.These games are to be played independently by students: Okta’s Rescue (NCTM) - Students count a number of octopuses and then show the number on a number line. (Level 1: 1-6, Level 2: 1-12, Level 3: 1-18)Understanding ...

Standards: 2.MD.6

2.MD.5 Use 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.
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.

### Having Fun with Data

This playlist contains three activities to help students understand and practice working with line plots and pictographs.Whole Class/Small Group:What’s Your Favorite? (BBC): Students collect data about the childrens’ favorite hobbies by clicking on their faces. Students add up tally marks and us...

Standards: 2.MD.10

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 whole-number units.
2.MD.10 Draw 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 problems4 using information presented in a bar graph.
2.MD.9

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 whole-number units.
2.MD.10 Draw 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 problems4 using information presented in a bar graph.

Show All

## Number & Operations in Base Ten

### About the Standards Number & Operations in Base Ten

2.NBT.1-2.NBT.4 Understand Place Value.
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:
2.NBT.1.a 100 can be thought of as a bundle of ten tens — called a “hundred.”
2.NBT.1.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).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.
2.NBT.5-2.NBT.9 Use Place Value Understanding And Properties Of Operations To Add And Subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
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.
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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.3

This playlist contains two activities that will help students practice mentally adding and subtracting tens and hundreds.100 Chart Hunt (ICT Games): Students practice finding ten more on a hundreds board.Octopus Tens (ICT Games):  Students find 10 more than the number given.Counting patterns - ...

Standards: 2.NBT.8

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
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.
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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.3

### Place Value (Up to Thousands)

This playlists contains 5 activities to help students learn about place value through the thousands. Base Ten: Students select hundreds, tens, and ones on the left of the screen. Make the number given using the base ten blocks. Place Value Puzzler (FunBrain): Students must select the “Ea...

Standards: 2.NBT.1

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:
2.NBT.1.a 100 can be thought of as a bundle of ten tens — called a “hundred.”
2.NBT.1.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).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.
2.NBT.3

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:
2.NBT.1.a 100 can be thought of as a bundle of ten tens — called a “hundred.”
2.NBT.1.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).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.
2.NBT.4

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:
2.NBT.1.a 100 can be thought of as a bundle of ten tens — called a “hundred.”
2.NBT.1.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).
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.

## Operations & Algebraic Thinking

### About the Standards Operations & Algebraic Thinking

2.OA.1-2.OA.1 Represent And Solve Problems Involving Addition And Subtraction.
2.OA.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.1
2.OA.2-2.OA.2 Add And Subtract Within 20.
2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.3-2.OA.4 Work With Equal Groups Of Objects To Gain Foundations For Multiplication.
2.OA.3 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.
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.

These addition games require quick thinking and repetition of facts by students, and may be played independently.Fish of Lake Mathatobie: Addition:  Students must catch the fish that displays the correct sum of the equation shown.  This is a continuous, untimed game. (Sums 1-20) Are You A ...

Standards: 2.OA.2

2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

### Odd or Even

This playlist contains three activities that will help students practice understanding and identifying odd and even numbers.Students must determine if a number is odd or even in order to continue playing the following games:Fruit Shoot Odd Even (Sheppard Software)Jelly Diving (Fuel the Brain)Monkey ...

Standards: 2.OA.3

2.OA.3 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.
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.

### Solving Word Problems

This playlist contains three games that will help students practice solving addition and subtraction word problems.Whole Class/ Small Group::Thinking Blocks: Model Word Problems Addition and Subtraction (Math Playground):  This activity walks students through solving a word problem by using thi...

Standards: 2.OA.1