Information taken from the Ohio Department of Education.

CRITICAL AREA #1: Extending understanding of base-ten notation
Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

The standards below relate to this Critical Area:

 Number and Operations in Base Ten 2.NBT Understand place value. 1.NBT.1a, b 1.NBT.2 1.NBT.3 1.NBT.4

CRITICAL AREA #2: Building fluency with addition and subtraction
Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

The standards below relate to this Critical Area:

 Number and Operations in Base Ten 2.NBT Use place value understanding and properties of operations to add and subtract. 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.8 2.NBT.9 Measurement and Data 2.MD Relate addition and subtraction to length. 2.MD.5 2.MD.6 Measurement and Data 2.MD Work with time and money. 2.MD.8 Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition and subtraction. 2.OA.1 Operations and Algebraic Thinking 2.OA Add and subtract within 20. 2.OA.2 Operations and Algebraic Thinking 2.OA Work with equal groups of objects to gain foundations for multiplication. 2.OA.3 2.OA.4

CRITICAL AREA #3: Using standard units of measure
Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

The standards below relate to this Critical Area:

 Measurement and Data 2.MD Measure and estimate lengths in standard units. 2.MD.1 2.MD.2 2.MD.3 2.MD.4

CRITICAL AREA #4: Describing and analyzing shapes
Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

The standards below relate to this Critical Area:

 Geometry 2.G Reason with shapes and their attributes. 2.G.1 2.G.2 2.G.3 Operations and Algebraic Thinking 2.OA Work with equal groups of objects to gain foundations for multiplication. 2.OA.4

STANDARDS AND CLUSTERS BEYOND THE CRITICAL AREAS OF FOCUS
Telling and writing time time.

Students tell and write time to the nearest five minutes designating the appropriate am or pm.

The standards below relate to this cluster:

 Measurement and Data 2.MD Work with time and money. 2.MD.7

Using data representations.

Students measure and represent their measurements on line plots. They sort objects in categories and represent their data in bar graphs and picture graphs. Scales are based on single-units. Students answer questions that relate their understanding of addition and subtraction to data represented in the picture and bar graphs.

The standards below relate to this cluster:

 Measurement and Data 2.MD Represent and interpret data. 2.MD.9 2.MD.10