Embedded Files
Instructional Focus:
Instructional Focus:
In Grade 2, instructional time should focus on four critical areas:
Extending understanding of base-ten notation.
Building fluency with addition and subtraction.
Using standard units of measure.
Describing and analyzing shapes.
Readiness Standards:
Readiness Standards:
Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers.
Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10.
Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.
Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes.
(See First Grade Instructional Focus in Appendix)
Grade 2 Mathematical Content Standards
Grade 2 Mathematical Content Standards
Domain: Operations and Algebraic Thinking
Domain: Operations and Algebraic Thinking
Strand: Represent and solve problems involving addition and subtraction.
Strand: Represent and solve problems involving addition and subtraction.
Standard:
(2.OA.1) Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situation of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
Examples & Resources:
Literature Connections:
Only One by Marc Harshman
Strand: Add and subtract using numbers up to 20.
Strand: Add and subtract using numbers up to 20.
Standard:
(2.OA.2) Fluently add and subtract using numbers up to 20 using metal strategies. Know from memory all sums of two one-digit numbers.
Examples & Resources:
Literature Connections:
Hershey's Kisses Subtraction Book by Jerry Pallotta
The Big Buck Adventure by Shelley Gill
Strand: Work with equal groups of objects to gain foundations for multiplication.
Strand: Work with equal groups of objects to gain foundations for multiplication.
Standard:
(2.OA.3) Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends.
(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 repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20).
Examples & Resources:
Use:
graph paper
counters
manipulatives
Strand: Identify and continue patterns.
Strand: Identify and continue patterns.
Standard:
(2.OA.5) Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern.
Examples & Resources:
Use:
pattern blocks
100’s chart
Domain: Number and Operations in Base Ten
Domain: Number and Operations in Base Ten
Strand: Understand place value.
Strand: Understand place value.
Standard:
(2.NBT.1) Model and identify place value positions of three digit numbers. Include:
a. 100 can be thought of as a bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or none hundreds (and 0 tens and 0 ones).
(2.NBT.2) Count up to 1000, skip-count by 5s, 10s and 100s.
(2.NBT.3) Read, write, order up to 1000 using base-ten numerals, number names and expanded form.
(2.NBT.4) Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using >, =, < symbols to record the results.
Examples & Resources:
Use:
counters
hundreds chart
number lines
unifix cubes
Literature Connections:
One Hundred Hungry Ants by Elinor Pinczes
Pigs will be Pigs by Amy Axelrod
The Grapes of Math by Greg Tang
Strand: Use place value understanding and properties of operations to add and subtract.
Strand: Use place value understanding and properties of operations to add and subtract.
Standard:
(2.NBT.5) Fluently add and subtract using numbers up to 100. Use:
strategies based on place value,
properties of operations,
and/or the relationship between addition and subtraction.
(2.NBT.6) Add up to four two-digit numbers using strategies based on place value and properties of operations.
(2.NBT.7) Add and subtract using numbers up to 1000. Use:
concrete models or drawings and strategies based on place value,
properties of operations,
and/or relationship between addition and subtraction.
Relate the strategy to a written method and explain the reasoning used. Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens.
(2.NBT.8) Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number.
(2.NBT.9) Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations.
Examples & Resources:
Literature Connections:
A Place for Zero: A Math Adventure by Angeline Sparagna Lopresti
A Remainder of One by Elinor J. Pinczes
Hershey's Kisses Subtraction Book by Jerry Pallotta
Domain: Measurement and Data
Domain: Measurement and Data
Strand: Measure and estimate lengths in standard units.
Strand: Measure and estimate lengths in standard units.
Standard:
(2.MD.1) Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes.
(2.MD.2) Measure the length of an object twice using different length units for the two measurements. Describe how the two measurements relate to the size of the units chosen.
(2.MD.3) Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.
(2.MD.4) Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit.
Examples & Resources:
Use:
meter sticks
rulers
yard sticks
measuring tape
Literature Connections:
Measuring Penny by Loreen Leedy
Millions to Measure by David M. Schwartz
Strand: Relate addition and subtraction to length.
Strand: Relate addition and subtraction to length.
Standard:
(2.MD.5) Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem.
(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.
Examples & Resources:
Use:
number lines
100’s chart
graph paper
counters
Literature Connections:
On Beyond a Million: An Amazing Math Journey by David M. Schwartz
Strand: Work with time and money.
Strand: Work with time and money.
Standard:
(2.MD.7) Tell and write time to the nearest five minutes using a.m. and p.m. from analog and digital clocks.
(2.MD.8) Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.
Examples & Resources:
Use:
clocks
real and fake money
store advertisements
Literature Connections:
Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
Pigs Go to Market: Fun with Math and Shopping by Amy Axelrod
Pigs in the Pantry: Fun with Math and Cooking by Amy Axelrod
Sold! A Mothematics Adventure by Nathan Zimelman
Strand: Represent and interpret data.
Strand: Represent and interpret data.
Standard:
(2.MD.9) Collect, record, interpret, represent, and describe data in a table, graph or line plot.
(2.MD.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart and compare problems using information presented in a bar graph.
Examples & Resources:
Use:
graph paper
informational text
cubes
pattern blocks
Literature Connections:
One Grain of Rice: A Mathematical Folktale by Demi
Pattern: (Math Counts) by Henry Pluckrose
Domain: Geometry
Domain: Geometry
Strand: Reason with shapes and their attributes.
Strand: Reason with shapes and their attributes.
Standard:
(2.G.1) Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.
(2.G.2) Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
(2.G.3) Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Examples & Resources:
Use:
geo shapes
geo boards
geo solids
blocks
straws
popsicle sticks
Literature Connections:
Shapes, Shapes, Shapes by Tana Hoban
The Art of Shapes: For Children and Adults by Margaret Steele
The Greedy Triangle by Marilyn Burns
Three Pigs, One Wolf, & Seven Magic Shapes by Grace Maccrone
Suggested Activities for Grade 2:
Suggested Activities for Grade 2:
Foldables
Kagan Structures
Thinking Maps
Math Games
Odyssey Math
iPad Apps
Elementary Competency Checklist
Elementary Competency Checklist
Math Curriculum - K-5 Competencies - Adopted June 2022.pdfK-12 Math Sequence
K-12 Math Sequence
K-12 Math Sequence _ rev Feb 2017.pdfPage updated
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