GRADE 2

Standards
Priority
Clarification and Examples
Number Sense - Grade 2
67%
  
1. Students count, read, write, compare, and analyze numbers.    
1.1 Students count forward from one number up to another number as high as 1,000 and backward from 50 to a given number between 0 and 50
3
  
1.2 Students read and write numerals from zero through 1,000.
3
  
1.3 Students write numbers to correspond to a group of hundreds, tens, and ones and tell the value of each digit in a three-digit number.
3
 The three-digit number 354 has 3 hundreds, 5 tens, and 4 ones.
1.4 Students count by twos to 100, threes to 30, fours to 40, fives to 100, nines to 90, tens to 100, and twenty-fives to 100.
4
  
1.5 Students describe the position of an object in a line of up to twenty objects by using ordinal numbers.
2
 The pencil is the sixth object on the line.
1.6 Students compare two numbers between one and 999 and indicate through placing the symbols =, <, or > if the numbers are equal or, if not, which is greater.
3
 23 is less than 49 which can be written in the form 23 < 49.
1.7 Students compare the sum or difference of two problems, indicating through placing the symbols =, <, or > if the numbers are equal or, if not, which is greater
3
 5 + 3 __ 3 + 4
1.8 Students determine the value of a group of coins and dollar bills and write the value in decimal notation.
3
 How much money do you have if you have 1 quarter, 2 dimes and a nickel? (The coins should add up to 99 or less cents.)
1.9 The students will indicate different combinations of coins that yield a special number of cents
2
 How can you get 45 cents if you have 2 quarters, 4 dimes, 3 nickels and 6 pennies?
2. Students estimate, calculate, and solve problems involving addition and subtraction of whole numbers.    
2.1 Students construct two addition sentences and/or two sentences with the same numbers as in a given addition or subtraction sentence.
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2.2 Students commit to memory all the basic 1 digit addition facts and subtraction facts.
5
  
2.3 Students add mentally two-digit numbers ending with zero (tens numbers) with a total of 100 or less and hundred numbers (ending with two zeros) with a total of 1,000 or less.
3
  
2.4 Students add two- and three-digit numbers in columns.
4
  
2.5 Students subtract one-, two-, or three-digit numbers from a three-digit number.
4
  
2.6 Students solve action story problems calling for addition or subtraction.
4
 In second grade, story problems will have multi-digit numbers.
2.7 Students add to determine the cost of several items or subtract to determine the amount left, given a starting amount and the cost of an object.
4
  
2.8 Students rewrite a number sentence with multi-digit numbers aligned horizontally as a column problem.
3
  
2.9 Students model and determine the answer to basic multiplication facts in which one factor is 1, 2, 3, 4, 5, 9, or 10.
5
  
2.10 Students round off a two-digit number to the closest tens number and estimate the sum or difference of an addition or subtraction problem by working with the rounded off numbers.
4
 Attention should be given to numbers ending in 5.
2.11 Students determine the missing addend in a number sentence; missing minuend or subtrahend in a subtraction problem.
3
 34 + ___ = 69
81 - ___ = 63
2.12 Students complete number sentences with missing operation symbol
3
 12 ___ 24 = 36
2.13 Students verify the answer to a subtraction problem by adding the answer and the subtrahend.
3
 If 73 - 19 = 54, then the answer can be verified by noting that 54 + 19 = 73.
2.14 Students identify, describe, and extend patterns involving addition or subtraction.
2
  
2.15 Students model multiplication as repeated addition
3
  
2.16 Students model division as repeated subtraction
3
  
3. Students understand simple fraction concepts.    
3.1 Students divide whole objects or sets into two equal-sized parts/sets (halves), three equal-sized parts/sets (thirds), and four equal-sized parts/sets (fourths).
2
  
Measurement and Geometry - Grade 2
25%
  
1. Students estimate, measure, and compare lengths, weights, volumes, times, and temperatures.    
1.1 Students estimate the length of a line or object, then measure the length with a ruler to the nearest inch/centimeters, and draw lines of a specified length (up to 6 inches) to the nearest inch/centimeter.
3
  
1.2 Students determine the perimeter of a triangle or rectangle.
2
  
1.3 Students measure to estimate the weight of objects, then determine weight to nearest pound/ kilogram using a scale
2
  
1.4 Students estimate the number of seconds or minutes between two events, then measure the interval between the two events
2
  
1.5 Students estimate the temperature of a liquid or the air, then measure the temperature to the nearest degree.
2
  
1.6 Students learn basic measurement equivalencies for length, weight, time, and capacity
3
 12 inches = 1 foot
60 seconds = 1 minute
16 ounces = 1 pound
7 days = 1 week
12 months = 1 year
1.7 Students compare two lengths expressed in different units and indicate by selecting one of the symbols =, <, or > if they are equal or if one is greater than the other.
3
  
1.8 Students tell time to the nearest five minutes after the hour on an analog clock.
4
  
1.9 Students identify the day for a given date and the date for a particular day (the third Sunday of the month) referring to a calendar, and given a particular date, answer questions about future time.
3
  
2. Students identify and describe the elements that compose common figures.    
2.1 Students identify, describe, and compare plane geometric figures (triangles, squares and rectangles) and solid geometric shapes (sphere, pyramid, cube).
2
  
2.2 Students recognize and create figures which have bi-lateral symmetry.
2
  
Data Analysis - Grade 2
8%
  
1. Students collect, record, organize, display, and interpret numerical data.
3
  
1.1 Students record information such as daily temperature on a simple graph paper and make line plots.
3
  
1.2 Students create tables to record data about similar sets of groups; e.g., the boys and girls in two classes.
3
  
1.3 Students answer simple questions with information from bar graphs and pictographs and tables.
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