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Grade 2 Math
Grade Level
Content Expectations
At the end of Grade 2 students should be
proficient in the following areas:
Count, write, and order whole numbers
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N.ME.02.01 |
Count to 1000 by 1’s, 10’s and 100’s starting from any number
in the sequence. |
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N.ME.02.02 |
Read and write numbers to 1000 in numerals and words, and relate
them to the
quantities they represent. |
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N.ME.02.03 |
Compare
and order numbers to 1000; use the symbols > and <. |
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N.ME.02.04 |
Count
orally by 3’s and 4’s starting with 0, and by 2’s, 5’s, and 10’s
starting from any
whole
number.* |
Understand
place value
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N.ME.02.05 |
Express numbers through 999 using place value, e.g., 137 is 1 hundred, 3 tens,
and 7 ones; use concrete materials.*
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Add and subtract whole numbers
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N.FL.02.06 |
Decompose 100 into addition pairs, e.g., 99 + 1, 98 + 2… |
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N.MR.02.07 |
Find
the distance between numbers on the number line, e.g., how far
is 79 from 26? |
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N.MR.02.08 |
Find missing values in open sentences, e .g., 42 +
■
= 57; use relationship
between
addition and subtraction. |
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N.MR.02.09 |
Given a contextual situation that involves addition and subtraction
using numbers
through 99: model using objects or pictures; explain in words;
record using numbers
and symbols; solve.* |
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N.FL.02.10 |
Add
fluently two numbers through 99, using strategies including
formal algorithms;
subtract fluently two numbers through 99.* |
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N.FL.02.11 |
Estimate
the sum of two numbers with three digits.* |
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N.FL.02.12 |
Calculate
mentally sums and differences involving: three-digit numbers and
ones;
three-digit
numbers and tens; three-digit numbers and hundreds. |
Understand the meaning of multiplication and division
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N.MR.02.13 |
Understand multiplication as the result of counting the total
number of objects
in a set
of equal groups, e.g., 3 x 5 gives the number of objects in 3
groups of 5 objects,
or 3 x 5 = 5 + 5 + 5 = 15. |
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N.MR.02.14 |
Represent
multiplication using area and array models. |
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N.MR.02.15 |
Understand division (÷) as another way of expressing multiplication, using
fact
families
within the 5 x 5 multiplication table; emphasize that division
“undoes” multiplication,
e.g.,
2 x 3 = 6 can be rewritten as 6 ÷ 2 = 3 or 6 ÷ 3 = 2. |
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N.MR.02.16 |
Given a situation involving groups of equal size or of sharing
equally, represent with
objects,
words, and symbols; solve.* |
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N.MR.02.17 |
Develop
strategies for fluently multiplying numbers up to 5 x 5.* |
Work with unit fractions
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N.ME.02.18 |
Recognize, name, and represent commonly used unit fractions with
denominators
12 or less; model 1/2, 1/3, and 1/4 by folding strips.
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N.ME.02.19 |
Recognize,
name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4,
2/4,3/4. |
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N.ME.02.20 |
Place 0 and halves, e.g., 1/2, 1 1/2, 2 1/2,
on the number line; relate to a ruler. |
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N.ME.02.21 |
For
unit fractions from
1/12 to 1/2
understand the inverse relationship between the
size
of a unit fraction and the size of the denominator ; compare unit fractions
from
1/12 to 1/2. |
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N.ME.02.22 |
Recognize that fractions such as 2/2, 3/3,
and 4/4 are equal to the whole (one.)
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Measure add and subtract length
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M.UN.02.01 |
Measure lengths in meters, centimeters, inches, feet, and yards
approximating
to the nearest whole unit and using abbreviations: cm, m, in,
ft, yd.
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M.PS.02.02 |
Compare
lengths; add and subtract lengths (no conversion of units). |
Understand the concept of area
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M.UN.02.03 |
Measure area using non-standard units to the nearest whole unit. |
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M.TE.02.04 |
Find the area of a rectangle with whole number side lengths by covering with
unit squares and counting, or by using a grid of unit squares;
write the area as a product. |
Tell time and solve time problems
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M.UN.02.05 |
Using both A.M. and P.M., tell and write time from the clock face in 5 minute
intervals and from digital clocks to the minute; include reading time: 9:15 as
nine-fifteen
and 9:50 as nine-fifty. Interpret time both as minutes after the hour and
minutes before
the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing
hands
on clock face. |
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M.UN.02.06 |
Use the concept of duration of time, e.g., determine what time it will
be half an hour from 10:15. |
Record add and
subtract money
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M.UN.02.07 |
Read and write amounts of money using decimal notations, e.g., $1.15.
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M.PS.02.08 |
Add and subtract money in mixed units, e.g., $2.50 + 60 cents and
$5.75 - $3, but not $2.50 + $3.10. |
Read thermometers
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M.UN.02.09 |
Read temperature using the scale on a thermometer in degrees Fahrenheit.
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Solve measurement
problems
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M.PS.02.10 |
Solve simple word problems involving length and money. |
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M.TE.02.11 |
Determine perimeters of rectangles and triangles by adding lengths of sides,
recognizing the meaning of perimeter.*
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Identify and
describe shapes
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G.GS.02.01 |
Identify, describe, and compare familiar two-dimensional and three-dimensional
shapes,
such as triangles, rectangles, squares, circles, semi-circles,
spheres, and rectangular
prisms |
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G.GS.02.02 |
Explore and predict the results of putting together and taking apart two-dimensional
and three-dimensional shapes. |
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G.GS.02.04 |
Distinguish between curves and straight lines and between curved surfaces and
flat
surfaces |
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G.SR.02.05 |
classify
familiar plane and solid objects, e.g., square, rectangle,
rhombus, cube,
pyramid, prism, cone, cylinder, and sphere, by common attributes
such as shape,
size, color,
roundness, or number of corners and explain which attributes are being
used for
classification. |
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G.TR.02.06 |
Recognize
that shapes that have been slid, turned, or flipped are the same
shape,
e.g., a square rotated 45° is still a square. |
Use coordinate systems
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G.LO.02.07 |
Find and name locations using simple coordinate systems such as maps
and first quadrant grids. |
Create, interpret, and solve problems involving pictographs
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D.RE.02.01 |
Make pictographs using a scale representation, using scales where symbols
equal
more than one. |
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D.RE.02.02 |
Read and interpret pictographs with scales, using scale factors of 2 and 3.
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D.RE.02.03 |
Solve problems using information in pictographs; include scales such as
each
■
represents 2 apples
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