1 2.OA.A.1 2.OA.A.1 Math.2.OA.1 2.OA.A.1 2.NR.2.3 2.OA.1 2.OA.1 2.OA.1 2.OA.A.1 20 Math.2.MD.4 2.MD.A.4 2.MDR.5.3 2.MD.4 2.MD.4 2.MD.A.4 21 2.MD.B.5 2.MD.B.5 Math.2.MD.5 2.MD.B.5 2.MD.5 2.MD.5 2.MD.5 2.MD.B.5 22 2.MD.B.6 Math.2.MD.6 2.MD.B.6 2.MDR.5.5 2.MD.6 2.MD.6 2.MD.6 2.MD.B.6 2.MD.B.6 CC.2.2.2.A.1 CC.2.2.2.A.2 CC.2.4.2.A.6 2.NR.2.3 2.NR.2.4

One-Step Problems 2nd Grade

Alabama Course of Study Standards: 1
Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.
Arkansas Academic 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 Represent a strategy with a related equation including a symbol for the unknown number
Arizona Academic Standards: 2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown. See Table 1.
Common Core State Standards: Math.2.OA.1 or 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.
Georgia Standards of Excellence (GSE): 2.NR.2.3
Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.
North Carolina - Standard Course of Study: 2.OA.1
Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving: One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take From- Result Unknown
New York State Next Generation Learning Standards: 2.OA.1
Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. e.g., using drawings and equations with a symbol for the unknown number to represent the problem
Ohio's Learning Standards: 2.OA.1
Use addition and subtraction within 100 to solve one- and twostep 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 Table 1, page 94.
Tennessee Academic Standards: 2.OA.A.1
Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Alabama Course of Study Standards: 20
Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.
Common Core State Standards: Math.2.MD.4 or 2.MD.A.4 North Carolina - Standard Course of Study: 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.
Georgia Standards of Excellence (GSE): 2.MDR.5.3
Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.
New York State Next Generation Learning Standards: 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."
Tennessee Academic Standards: 2.MD.A.4
Measure to determine how much longer one object is than another and express the difference in terms of a standard unit of length.
Alabama Course of Study Standards: 21
Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number.
Arkansas Academic Standards: 2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, and write equations with a symbol for the unknown number to represent the problem
Arizona Academic Standards: 2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit. See Table 1.
Common Core State Standards: Math.2.MD.5 or 2.MD.B.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.
North Carolina - Standard Course of Study: 2.MD.5
Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem.
New York State Next Generation Learning Standards: 2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. e.g., using drawings and equations with a symbol for the unknown number to represent the problem
Ohio's Learning Standards: 2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same whole number units, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
Tennessee Academic Standards: 2.MD.B.5
Add and subtract within 100 to solve contextual problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown to represent the problem.
Alabama Course of Study Standards: 22
Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
Arkansas Academic Standards: 2.MD.B.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 solve addition and subtraction problems within 100 on the number line diagram
Common Core State Standards: Math.2.MD.6 or 2.MD.B.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.
Georgia Standards of Excellence (GSE): 2.MDR.5.5
Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.
North Carolina - Standard Course of Study: 2.MD.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line.
New York State Next Generation Learning Standards: 2.MD.6
Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line.
Ohio's Learning Standards: 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.
Tennessee Academic Standards: 2.MD.B.6
Represent whole numbers as lengths from 0 on a number line and know that the points corresponding to the numbers on the number line are equally spaced. Use a number line to represent whole number sums and differences of lengths within 100.
Wisconsin Academic Standards: 2.MD.B.6
Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2 ... and represent whole-number sums and differences within 100 on a number line.
Pennsylvania Core Standards: CC.2.2.2.A.1
Represent and solve problems involving addition and subtraction within 100.
Pennsylvania Core Standards: CC.2.2.2.A.2
Use mental strategies to add and subtract within 20.
Pennsylvania Core Standards: CC.2.4.2.A.6
Extend the concepts of addition and subtraction to problems involving length.
Georgia Standards of Excellence (GSE): 2.NR.2.3
Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.
Georgia Standards of Excellence (GSE): 2.NR.2.4
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

WORD PROBLEMS

Representing and solving word problems involves choosing the correct operation (like addition or subtraction), as well as knowing which values to use.

The table^¹ below shows some common types of word problems.


Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? 2 + 3 = ?	Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2 + ? = 5	Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before? ? + 3 = 5
Five apples were on the table. I ate two apples. How many apples are on the table now? 5 - 2 = ?	Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5 - ? = 3	Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? ? - 2 = 3

Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ?	Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 + ? = 5 , 5 - 3 = ?	Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5 , 5 = 5 + 0 5 = 1 + 4 , 5 = 4 + 1 5 = 2 + 3 , 5 = 3 + 2

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? 2 + ? = 5 , 5 - 2 = ?	(Version with “more”): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have? (Version with “fewer”): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have? 2 + 3 = ? , 3 + 2 = ?	(Version with “more”): Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have? (Version with “fewer”): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 5 - 3 = ? , ? + 3 = 5

^¹contents of table from Table 1 http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

One-Step Problems

Alabama Course of Study Standards: 1

Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.

Arkansas Academic 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 positionsRepresent a strategy with a related equation including a symbol for the unknown number

Arizona Academic Standards: 2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown. See Table 1.

Common Core State Standards: Math.2.OA.1 or 2.OA.A.1

Georgia Standards of Excellence (GSE): 2.NR.2.3

Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.

North Carolina - Standard Course of Study: 2.OA.1

New York State Next Generation Learning Standards: 2.OA.1

Ohio's Learning Standards: 2.OA.1

Tennessee Academic Standards: 2.OA.A.1

Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Alabama Course of Study Standards: 20

Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.

Common Core State Standards: Math.2.MD.4 or 2.MD.A.4

North Carolina - Standard Course of Study: 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.

Georgia Standards of Excellence (GSE): 2.MDR.5.3

Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

New York State Next Generation Learning Standards: 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."

Tennessee Academic Standards: 2.MD.A.4

Measure to determine how much longer one object is than another and express the difference in terms of a standard unit of length.

Alabama Course of Study Standards: 21

Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number.

Arkansas Academic Standards: 2.MD.B.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, and write equations with a symbol for the unknown number to represent the problem

Arizona Academic Standards: 2.MD.B.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit. See Table 1.

Common Core State Standards: Math.2.MD.5 or 2.MD.B.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.

North Carolina - Standard Course of Study: 2.MD.5

Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem.

New York State Next Generation Learning Standards: 2.MD.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.e.g., using drawings and equations with a symbol for the unknown number to represent the problem

Ohio's Learning Standards: 2.MD.5

Tennessee Academic Standards: 2.MD.B.5

Add and subtract within 100 to solve contextual problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown to represent the problem.

Alabama Course of Study Standards: 22

Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.

Arkansas Academic Standards: 2.MD.B.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 solve addition and subtraction problems within 100 on the number line diagram

Common Core State Standards: Math.2.MD.6 or 2.MD.B.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.

Georgia Standards of Excellence (GSE): 2.MDR.5.5

Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.

North Carolina - Standard Course of Study: 2.MD.6

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line.

New York State Next Generation Learning Standards: 2.MD.6

Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line.

Ohio's Learning Standards: 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.

Tennessee Academic Standards: 2.MD.B.6

Represent whole numbers as lengths from 0 on a number line and know that the points corresponding to the numbers on the number line are equally spaced. Use a number line to represent whole number sums and differences of lengths within 100.

Wisconsin Academic Standards: 2.MD.B.6

Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2 ... and represent whole-number sums and differences within 100 on a number line.

Pennsylvania Core Standards: CC.2.2.2.A.1

Represent and solve problems involving addition and subtraction within 100.

Pennsylvania Core Standards: CC.2.2.2.A.2

Use mental strategies to add and subtract within 20.

Pennsylvania Core Standards: CC.2.4.2.A.6

Extend the concepts of addition and subtraction to problems involving length.

Georgia Standards of Excellence (GSE): 2.NR.2.3

Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.

Georgia Standards of Excellence (GSE): 2.NR.2.4

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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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
Represent a strategy with a related equation including a symbol for the unknown number

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
e.g., using drawings and equations with a symbol for the unknown number to represent the problem