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Contenido principal

# Grade 2: Number and Operations in Base Ten

#### 2.NBT.A.1.a

Mostly covered
100 can be thought of as a bundle of ten tens — called a “hundred.”

#### 2.NBT.A.1.b

Fully covered
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.A.2

Partially covered
Count within 1000; skip-count by 5s, 10s, and 100s.

### 2.NBT.A.3

Partially covered
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

### 2.NBT.A.4

Fully covered
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.B.6

Fully covered
Add up to four two-digit numbers using strategies based on place value and properties of operations.

### 2.NBT.B.7

Mostly covered
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.B.8

Not covered
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
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### 2.NBT.B.9

Fully covered
Explain why addition and subtraction strategies work, using place value and the properties of operations.