Second Grade Math


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M

MAT-02.G

BPSS-MAT logoDomain (G)

Geometry

Narrative for the (G) Geometry

Grade 2 students learn to name and describe the defining attributes of categories of two-dimensional shapes, including circles, triangles, squares, rectangles, rhombuses, trapezoids, and the general category of quadrilateral. They describe pentagons, hexagons, octagons, and other polygons by the number of sides. Because they have developed both verbal descriptions of these shapes and their defining attributes and a rich store of associated mental images, they are able to draw shapes with specified attributes, such as a shape with five sides or a shape with six angles.

Students in Grade 2 also explore decompositions of shapes into regions that are congruent or have equal area. For example, two squares can be partitioned into fourths in different ways. Any of these fourths represents an equal share of the shape (e.g., “the same amount of cake”) even though they have different shapes.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.


MAT-02.G.01

Under Development

MAT-02 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-02.G.01 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.G.02

Under Development

MAT-02 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-02.G.02 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.G.03

MAT-02 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-02.G.03 Partition circles and rectangles into two, three, or four equal 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. Partition: Divide into pieces. (ND)

Student Learning Targets:

Knowledge Targets

  • I can identify one-half, one-fourth, and one-third shaded parts.

Reasoning Targets

  • I can understand that the same shape can be divided into equal parts in different ways.

Skills (Performance) Targets

  • I can divide circles and rectangles into 2,3,and 4 equal parts in different ways.
  • I can use the words halves, thirds, fourths, and half of to describe the equal parts.
  • I can describe one whole as being 2 halves, 3 thirds, and 4 fourths.

Product Targets

 

Rubric / Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to partition shapes into parts with equal areas; express the area of each part as a unit fraction of the whole; determine if fractions are equivalent; and use models to prove if fractions are greater than/less than another.

I can write a fraction to represent the shaded portion of a shape.

I can represent a fraction using models or pictures.

I can explain why fractions are equivalent.

I can use pictures/models to prove if a fraction is greater than/less than another fraction.

-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to partition circles and rectangles into two, three, and four equal parts without error; use the words halves, thirds, fourths; and recognize equal shares of identical wholes can have different shapes.

I can divide shapes into 2, 3, and 4 equal parts in more than one way with no mistakes.

I can use the words halves, thirds, and fourths to describe the equal parts.

-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to divide shapes/pictures into halves and fourths in more than one way without error.

I can divide shapes into 2 and 4 equal parts in different ways with no mistakes.

I can use the words halves and fourths to describe the equal parts.

-
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

Student is able to identify shapes that have 1/2 and 1/4 parts shaded without error.

I can identify shapes/pictures that show 1/2 and 1/4 with no mistakes.

-
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • partition / divide
  • equal shares / parts
  • whole
  • one half
  • one fourth
  • one third
  • half of
  • third of
  • fourth of
  • halves
  • thirds
  • fourths
  • two halves
  • three thirds
  • four fourths

 


MAT-02.MD

BPSS-MAT logoDomain (MD)

Measurement and Data

Narrative for the (MD) Measurement and Data

Second graders learn to measure length with a variety of tools, such as rulers, meter sticks, and measuring tapes. To learn measurement concepts and skills, students might use both simple rulers (e.g., having only whole units such as centimeters or inches) and physical units (e.g., manipulatives that are centimeter or inch lengths). Second graders also learn the concept of the inverse relationship between the size of the unit of length and the number of units required to cover a specific length or distance. For example, it will take more centimeter lengths to cover a certain distance than inch lengths because inches are the larger unit.

In Grade 2, students learn to combine and compare lengths using arithmetic operations to solve word problems. That is, they can add two lengths to obtain the length of the whole and subtract one length from another to find out the difference in lengths.

After experience with measuring, second graders learn to estimate lengths. Real-world applications of length often involve estimation. Skilled estimators move fluently back and forth between written or verbal length measurements and representations of their corresponding magnitudes on a mental ruler (also called the “mental number line”).

As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. Kindergarten work with data uses counting and order relations. First- and second-graders solve addition and subtraction problems in a data context.  Students in Grade 2 draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. They solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.


MAT-02.MD.01

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.01 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.MD.02

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.02 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.MD.03

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.03 Estimate lengths using units of inches, feet, centimeters, and meters.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.MD.04

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.04 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.MD.05

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Relate addition and subtraction to length.

MAT-02.MD.05 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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