The big ideas that define units in InsightMath provide a framework for making connections across the domains and clusters defined by the Common Core State Standards for Mathematics. A description of where and how domains and clusters are connected within each big idea is described in the table below.
Connections Across Domains and Clusters - Grade 2
| Unit | Big Idea | Connections Across Domains and Clusters | Major Clusters |
Additional/ Supporting Clusters |
Unit 1 |
Measuring length with standardized units and tools helps to communicate precisely, compare lengths, and solve problems.
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Students enter grade 2 with experience measuring with nonstandard units and comparing lengths directly and indirectly (1.MD.A). In this unit, they expand their measurement schema by measuring with standardized units and tools, understanding how the size of units affects measurement, and how standardized measuring tools support precision and communication (2.MD.A), and plot length data on line plots (2.MD.D). Students integrate new measurement tools and skills into their problem-solving schema as they discover how measuring can help compare lengths by quantifying differences (2.MD.B) This supports the big idea that standardized measurement enables precise communication, comparison, and problem solving and establishes familiarity with comparison language students will later apply to problem solving in other contexts (2.OA.A) and to using the number line as a tool for addition and subtraction (2.MD.B) in the next unit.
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2.MD.A 2.MD.B |
2.MD.D |
Unit 2 |
The number line is a powerful tool that can show magnitudes of numbers and relationships between them.
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In this unit, students develop their schema for using length models to represent numbers while utilizing the number line as a versatile tool for comparing quantities and performing addition and subtraction operations with numbers up to 100 (2.MD.B). In this unit, addition and subtraction problems are defined by the constraints of grade 1 standards (1.NBT.C), allowing students the opportunity to build familiarity with the number line as a tool, build fluency within 20 (2.OA.B), explore place value on the number line (2.NBT.A), and extend their interpretation of comparison word problems and modeling skills to non-length contexts (2.OA.A). Students’ understanding progresses from working with fully marked number paths to more flexible number lines. Students expand this schema as they move from counting by ones to using strategic jumps for addition and subtraction, ultimately recognizing that efficient place value strategies (2.NBT.B), like making one jump of multiple tens, can simplify solving problems on the number line.
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2.OA.A 2.OA.B 2.NBT.A 2.NBT.B 2.MD.B |
2.MD.D |
Unit 3 |
Addition and subtraction can help to describe and solve word problems.
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In this unit, addition and subtraction extends beyond the grade 1 constraints (1.NBT.C) to include all addition and subtraction within 100 (2.NBT.B). Students build on the base ten and hundred chart models used in Grade 1 and explore modeling and solving word problems (2.MD.B and 2.OA.A) and equations with more abstract base ten models and number lines (2.MD.B). They build understanding of how different models serve different purposes—from representing problem structure to supporting calculation strategies. Through exploration of various problem types and structures, students learn to select and combine appropriate models and strategies based on problem complexity and number relationships. This strategic approach to modeling and calculation supports students in becoming more autonomous problem solvers while developing fluency with addition and subtraction within 100 (2.NBT.C). |
2.OA.A 2.OA.B 2.NBT.B 2.MD.B
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None |
Unit 4 |
The place value system is based on patterns which makes expressing and working with numbers efficient. | In this unit, students’ schema of place value expands beyond tens and ones (1.NBT.B) to include hundreds and thousands (2.NBT.A), reinforcing that the place value system is based on patterns, which makes expressing numbers efficient. Students build on their understanding that a digit’s position determines its value as they represent, compare, and order three-digit numbers using multiple representations and forms (2.NBT.A). Students continue to use base ten models and number lines (2.MD.B) to support number comparison. To reinforce the value of a particular digit, students explore the impact of adding or subtracting 10 or 100 (2.NBT.B), setting the foundation for further addition and subtraction within 1000 in Unit 5. This development of place value understanding serves as a critical foundation for making sense of larger numbers and for developing fluency with multidigit operations throughout their mathematical journey. |
2.NBT.A 2.NBT.B 2.MD.B |
None |
Unit 5 |
Place-value understanding helps to efficiently add, subtract, and estimate reasonableness of answers. | This unit extends students’ place value schema to support addition and subtraction of three-digit numbers (2.NBT.B). Students’ understanding of multidigit addition and subtraction deepens as they develop strategies to compose and decompose large numbers flexibly, including into their place value components, and to explain why addition and subtraction strategies work (2.NBT.B). Students continue to use base ten models and number lines (2.MD.B) to support computation and strategies. |
2.NBT.B 2.MD.B |
None |
Unit 6 |
Asking questions, and using data to critically answer those questions, help to make sense of the world. | In this unit, students build upon their schema for data investigations. They revisit the data investigation process introduced in grade 1 to explore how the design of questions and data displays can shape results. Students represent and analyze data (2.MD.D) and examine how asking the same questions to different groups with identical answer choices, and to the same group with varied answer choices, influences data interpretation..By connecting data displays, like picture graphs and bar graphs, to real-world contexts and problem solving (2.OA.A), students deepen their understanding of how data, including data investigations and data displays, can help them make sense of their world while working toward automaticity with sums and differences within 20 (2.OA.B). |
2.OA.A 2.OA.B 2.NBT.A
|
2.MD.D |
Unit 7 |
Creating structured, equal groups supports visualizing numbers, efficient counting, and understanding money.
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In this unit, students develop their schema about equal groups, extending their understanding from making equal shares (1.G.A) to recognizing even and odd numbers, arrays, and repeated addition (2.OA.C). Students also partition rectangles to create an array of squares (2.G.A), laying the groundwork for measuring area in grade 3 (3.MD.C). Their counting schema expands beyond counting by ones to include skip counting as an efficient strategy for determining total quantities when objects are arranged in groups (2.NBT.A). Students also build a foundation for understanding the structure of our monetary system, seeing how the values of coins relate to count-by patterns (2.MD.C), represent different groupings within our base-ten number system, and solve word problems with money contexts (2.OA.A).
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2.OA.A 2.OA.B 2.NBT.A
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2.OA.C 2.MD.C 2.G.A
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Unit 8 |
Wholes and parts of wholes can be named by the number of equal-size parts which compose them.
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In this unit, students expand their schemas about shape and time as they refine their understanding of defining attributes and part–whole relationships. They develop more sophisticated ways to identify, describe, and create shapes based on their geometric properties (2.G.A) including side length (2.MD.A) rather than visual appearance, while simultaneously deepening their understanding of fractions through partitioning shapes into equal parts (2.G.A). Students also extend their measurement schema to include the cyclical nature of time (2.MD.C), recognizing that the analog clock face represents equal parts of an hour in a way that connects their geometric and fraction concepts to each other. As they did with equal groups in other contexts, students discover that skip-counting is a useful skill when telling time on an analog clock (2.NBT.A).
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2.NBT.A 2.MD.A |
2.MD.C 2.G.A |