2.MD.

6
2.OA.2
2.OA.3
● 2nd grade math pacing guide that
follows enVisions Math (1 page)

Basic Pacing Guide

● Cluster
● Amount of time to spend
● Standards within Cluster
● 2nd grade math pacing guide
broken down by clusters (3
pages)

● Cluster
● Standards within Cluster
● Specific standard details
● 9 cluster tests
● Over 30 tests that are based off
each math standard (go along
with cluster tests)
These are all organized by the order to teach
them based off the pacing guide provided. I
start with the Cluster test which is 10 questions.
These 10 questions are a mix of the standards
that will be covered within that Cluster (Unit).
These can be used as a pre and post UNIT test.

There are then 5 question tests that can be

used as pre and post tests within these
Clusters. The amount of 5 question tests for
each cluster are based off the standards being
taught within that cluster which can also be
found in the 2nd pacing guide included.
The Cluster Test (10 question tests)
are like a unit test and the standard
tests (5 question tests) are like short
placement quick check quizzes.

Cluster Test Example Standard Based Test

(10 questions)
Examples
(5 questions)
If you purchased this packet I am assuming you either
use enVisions or needed some kind of material to follow
for 2nd grade math. There are a few different ways to
use this packet. You can either use the smaller standard
base test and follow your own pacing guide OR follow
the entire enVisions pacing guide and make it work for
whatever program you may be using.

I use the cluster and standard tests to pre-assess and

then place students into small groups. Below is a guide
on how you can use the standard base tests to set up
your groups for the week.

Scoring
Score Group Based off Need
⅕ and ⅖ Intervention Group
⅗ and ⅘ On-Level Group
5/5 Advanced Group
 2nd Grade Math Pacing Guide by Clusters
This is a description of what each Cluster Test is covering. I am planning to use this at the end
of each unit. This is aligned with the NC EnVisions Pacing Guide

Cluster 1 2.MD.6
(3-4 weeks) 2.OA.2
2.OA.3

Cluster 2 2.OA.1 (1-step) 2.NBT.8

(5-6 weeks) 2.NBT.2 2.MD.6
2.NBT.5 2.NBT.6

Cluster 3 2.MD.7
(1-2 weeks) 2.NBT.2
2.OA.4

Cluster 4 2.NBT.1
(4-5 weeks) 2.NBT.2
2.NBT.3
2.NBT.4

Cluster 5 2.NBT.6
(4-5 weeks) 2.NBT.7
2.NBT.8
2.OA.1 (1-step)

Cluster 6 2.MD.1 2.MD.4

(2-3 weeks) 2.MD.2 2.MD.5
2.MD.3 2.OA.1 (1 & 2-step)

Cluster 7 2. MD.10
(1-2 weeks) 2.OA.1 (2-step)

Cluster 8 2.MD.8
(1-2 weeks) 2.OA.1 (2-step)

Cluster 9 2.G.1
(2-3 weeks) 2.G.3
2nd Grade Math Pacing Guide by Clusters
This is a description of what each Cluster Test is covering. I am planning to use this at the
end of each unit. This is aligned with the NC EnVisions Pacing Guide

Cluster 1 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 (only up to 20 at this point), on a number line diagram.
2.OA.2- Demonstrate fluency with addition and subtraction, within 20 using
mental strategies.
2.OA.3- Determine whether a group of objects, within 20, has an odd or even
number of members by
● Pairing objects, them counting them by 2’s
● Determine if objects can be placed into two equal groups
● Writing an equation to express an even number as a sum of two equal
addends.

Cluster 2 2.OA.1- Represent and solve addition and subtraction word problems within 100
with unknowns in all positions.
2.NBT.2- Count within 100; skip count by 5s and 10s
2.NBT.5- Fluency with addition and subtraction within 100 by:
● Use strategies based on place value, properties of operations, or
relationship between addition and subtraction.
● Comparing addition and subtraction strategies and explain reasoning.
2.NBT.6- Add up to three 2-digit numbers using strategies based on place value
and properties of operation.
2.NBT.8- Mentally add 10 to a given number within 100
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 diagram.

Cluster 3 2.MD.7- Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
2.NBT.2- Count within 1,000; skip count by 5s and 10s
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.
2nd Grade Math Pacing Guide by Clusters
This is a description of what each Cluster Test is covering. I am planning to use this at the
end of each unit. This is aligned with the NC EnVisions Pacing Guide

Cluster 4 2.NBT.1- understand that 3 digits of a 3- digit number represents amount of

hundreds, tens, and ones.
● Make 100 with collection of ten tens
● Compose and decompose numbers in groups of hundreds, tens and ones.
2.NBT.2- Count within 1,000; skip count by 5s, 10s, and 100s
2.NBT.3- Read and write numbers, within 1,000, using base-ten numerals,
number names and expanded form.
2.NBT.4- Compare two 3-digit numbers based on the value of the hundreds, tens
and ones digits, using >, <, = symbols to record the results of comparisons.

Cluster 5 2.NBT.6- (sums greater than 100 are possible) Add up to three 2-digit numbers
using strategies based on place value and properties of operation.
2.NBT.7- Add and subtract within 1,000, relating the strategy to a written
method using:
● Concrete models or drawings
● Strategies based on place value
● Properties of operations
● Relationship between addition and subtraction
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.OA.1- Represent and solve addition and subtraction word problems within 100
with unknowns in all positions.

Cluster 6 2.MD.1- Measure the length of an object in standard units by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape.
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 in using standard units of inches, feet, yards,
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- Addition and subtraction word problems within 100 involving lengths in
same units and using equations with symbol for the unknown number.
2.OA.1- Represent and solve addition and subtraction word problems within 100
with unknowns in all positions. Two step and one step word problems.
2nd Grade Math Pacing Guide by Clusters
This is a description of what each Cluster Test is covering. I am planning to use this at the
end of each unit. This is aligned with the NC EnVisions Pacing Guide

Cluster 7 2.MD.10- organize, represent and interpret data with up to four

categories.
● Draw a picture graph and a bar graph with a single unit scale to
represent a data set.
● Solve simple put together, take-apart and compare problems
using information presented in a picture and a bar graph.
2.OA.1- Represent and solve addition and subtraction word problems
within 100 with unknowns in all positions.
● One step word problems
● Two step (involving single digits) .

Cluster 8 2.MD.8- solve word problems involving:

● Quarters, dimes, nickels, and pennies within 99 cents using the
symbols appropriately.
● Whole dollar amounts, using the $ symbol appropriately.
2.OA.1- Represent and solve addition and subtraction word problems
within 100 with unknowns in all positions.
● Two step (involving single digits)
● one step word problems.

Cluster 9 2.G.1- recognize and draw triangles, quadrilaterals, pentagons and

hexagons having specified attributes; recognize and describe attributes
of rectangular prisms and cubes.
2.G.3- partition circles and rectangles into two, three, or four equal
shares.
● Describe the shares using words halves, thirds, half of, a third,
fourths, fourth of, quarter of.
● Describe the whole as two halves, three thirds, four fourths.
● Explain equal shares of identical wholes need not have the same
shape.
 Cluster 1- Building a Mathematical Community While
Working with Number within 20

Name _______________ Date _________

1. Write a doubles fact. 2. Write a near doubles fact.

______ + ______ = ________ ______ + ______ = ________

3. Make a 10 to add the numbers below. 4. Make a 10 to add the numbers below.

8 + 4 =? 6 + 8 =?

5. Count on or count back to subtract. Show your work 6. Count on or count back to subtract. Show your work
on the number line. on the number line.

15-6= ___ 11-4= ___

7. Which have a sum of 17? Choose all that apply. 8. Tina has 8 apples. Jenny has 2 more apples than
Tina. Which equation show how many apples in all?
❏ 10+7 Choose all that apply.
❏ 9+6
❏ 9+8 ❏ 8+2=10
❏ 7+10 ❏ 8+8+2=18
❏ 8+8=16
❏ 8+10= 18

9. Is 15 an odd or even number? Show how you know 10. Is 8 an odd or even number? Show how you know in
in a picture below. a picture below.

_________ _________

Write an equation to show the two equal addends.

_____ + _____ = _____

 Cluster 1- Building a Mathematical Community While
Working with Number within 20

Name _______________ Date _________

1. Write a doubles fact. 2. Write a near doubles fact.

(Many answer choices) (Many answer choices)

2 2
______ + ______ = ________
4 2 3
______ + ______ = ________
5
3. Make a 10 to add the numbers below. 4. Make a 10 to add the numbers below.

8+4=? 8+4=? 6+9=? 6 + 9=

+2 -2 -1 +1
10+2=12 12 5+10= 15 15
5. Count on or count back to subtract. Show your work 6. Count on or count back to subtract. Show your work
on the number line. on the number line.

15-6= ___
9 7
11-4= ___

9 15 7 11

7. Which have a sum of 17? Choose all that apply. 8. Tina has 8 apples. Jenny has 2 more apples than
Tina. Which equation shows how many apples in all?
❏ 10+7 Choose all that apply.
❏ 9+6
❏ 9+8 ❏ 8+2=10
❏ 7+10 ❏ 8+8+2=18
❏ 8+8=16
❏ 8+10= 18

9. Is 15 an odd or even number? Show how you know 10. Is 8 an odd or even number? Show how you know in
in a picture below. a picture below.
Odd
_________
Even
_________

Write an equation to show the two equal addends.

4 4
_____ + _____ = _____
8
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 (only up to
20 at this point), on a number line diagram.

Name _______________ Date ___________

1. . Count back to subtract. Show your work on the number line.

18-7= ___

2. Count on or count back to subtract. Show your work on the number line.

15-9= ___

3. Count on to add. Show your work on the number line.

7+9= ___

4. Count on to add. Show your work on the number line.

13+6= ___

5. Callie had 8 seeds. She planted 2 of the seeds. How many seeds does Callie have now? Use a number line to
show your work.

Write an equation to go with your number line

.
____ _____ = _____
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 (only up to
20 at this point), on a number line diagram.

Name _______________ Date ___________

1. . Count back to subtract. Show your work on the number line.

18-7= ___

2. Count on or count back to subtract. Show your work on the number line.

15-9= ___

3. Count on to add. Show your work on the number line.

7+9= ___

4. Count on to add. Show your work on the number line.

13+6= ___

5. Callie had 8 seeds. She planted 2 of the seeds. How many seeds does Callie have now? Use a number line to
show your work.

Write an equation to go with your number line

.
____ _____ = _____
2.OA.2- Demonstrate fluency with addition and subtraction, within 20 using mental
strategies.

Name _______________ Date ___________

1. Write an addition equation.

2. FIll in the equation with the matching number.

_____ - 3 = 14
3. FIll in the equation with the matching number.

15 = ____ + 6
4. Show how to make a 10 to find 7+6.
Draw counters to show your work.
Then complete the equation.

7 + 6 = ____

5. . Bennett wants to add 4+8. Describe how he an

make a 10 to solve. Draw counters to show your
work

_____________
_____________
_____________
_____________
_____________
2.OA.2- Demonstrate fluency with addition and subtraction, within 20 using mental
strategies.

Name _______________ Date ___________

1. Write an addition equation.

Accept any answer with two addends, addition sign, equal sign and a correct
answer.
2. FIll in the equation with the matching number.

17
_____ - 3 = 14
3. FIll in the equation with the matching number.

9 +6
15 = ____
4. Show how to make a 10 to find 7+6..
Draw counters to show your work.
Then complete the equation.

13
7 + 6 = ____

5. Bennett wants to add 4+8. Describe how he an

make a 10 to solve. Draw counters to show your
work

Bennett would take

2 away from the 4
and add it onto the
8. This would make,
10 + 2= 12
2.OA.3- Determine whether a group of objects, within 20, has an odd or even number of
members by, pairing objects, determine if objects can be placed into two equal groups and
writing an equation to express an even number as a sum of two equal addends.

Name _______________ Date ___________

1. What does a number have to end in to be a odd number?

______ ______ ______ ______ ______

What does a number have to end in to be a even number?

______ ______ ______ ______ ______

2. Tell if the number is even or odd. Use objects if needed. Then complete the equation.

8 is an _______ number. 13 is an _______ number.

4 + ___ = 8 7 + ___ = 13

3. Is 10 an odd or even number? Show how you know in a picture below.

_________

Write an equation to show the two equal addends.

_____ + _____ = _____

4. Is the sum of 4 + 4 even or odd? Explain how you know.

4 + 4 = _____ even odd

_________________________________________________________________

_________________________________________________________________

5. Which equation has a sum that is an even number?

Choose all that apply.

❏ 5 + 5 = 10
❏ 2+3=5
❏ 6 + 6 = 12
❏ 9 + 9 = 18
2.OA.3- Determine whether a group of objects, within 20, has an odd or even number of
members by, pairing objects, determine if objects can be placed into two equal groups and
writing an equation to express an even number as a sum of two equal addends.

Name _______________ Date ___________

1. What does a number have to end in to be a odd number?

0 2 4
______ ______ ______ ______ ______6 8
What does a number have to end in to be a even number?

1 3 5 7 9
______ ______ ______ ______ ______

2. Tell if the number is even or odd. Use objects if needed. Then complete the equation.

Even
8 is an _______ number. odd
13 is an _______ number.

4 =8
4 + ___ 7 +6
___ = 13

3. Is 10 an odd or even number? Show how you know in a picture below.

Even
_________

Write an equation to show the two equal addends.

5 5 10
_____ + _____ = _____

4. Is the sum of 4 + 4 even or odd? Explain how you know.

8
4 + 4 = _____ even odd

It can be written as a equal

_________________________________________________________________

addend and can be split evenly.

_________________________________________________________________

5. Which equation has a sum that is an even number?

Choose all that apply.

❏ 5 + 5 = 10
❏ 2+3=5
❏ 6 + 6 = 12
❏ 9 + 9 = 18
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