Second Grade Math
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Book |
MAT-02 "I can ... statements" |
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(OA) | (NBT) | (MD) | (G) |
| Operations Algebraic Thinking |
Number Operation Base Ten |
Measurement and Data |
Geometry |
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 Prioritized Standards
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Kindergarten Math | First Grade Math | Second Grade Math |
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(OA) OPERATIONS AND ALGEBRAIC THINKING |
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MAT-02.OA.02.b
Student Learning Targets:Knowledge Targets
Reasoning TargetsSkills (Performance) Targets
Product Targets
Rubric / Proficiency Scale
ResourcesWebsitesVocabulary
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MAT-02.OA.03Under Development
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
ResourcesWebsites
Vocabulary
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MAT-02.OA.04Under Development
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
ResourcesWebsites
Vocabulary
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PRIORITIZED |
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MAT-02.G
Narrative for the (G) GeometryGrade 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 DomainsDomains 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. | |
Domain (G)MAT-02.G.03
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 identical wholes can be equally divided in different ways. Demonstrate understanding that partitioning shapes into more equal shares creates smaller shares. Partition: Divide into pieces. (ND) | |
Proficiency ScaleMAT-02.MD
Narrative for the (MD) Measurement and DataSecond 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 DomainsDomains 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. | |
Domain (MD)MAT-02.MD.07
MAT-02.MD.07 Tell and write time to the nearest five minutes (including quarter after and quarter to) with a.m. and p.m. using analog and digital clocks. | |
MAT-02.MD.08
MAT-02.MD.08 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
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MAT-02.NBT
Narrative for the (NBT) Number and Operation in Base TenAt Grade 2, students extend their base-ten understanding to hundreds. They now add and subtract within 1000, with composing and decomposing, and they understand and explain the reasoning of the processes they use. They become fluent with addition and subtraction within 100. Students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a “hundred.” This lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right. Students also begin to work towards multiplication when they skip count by 5s, by 10s, and by 100s. This skip counting is not yet true multiplication because students don’t keep track of the number of groups they have counted. Calculation Method for DomainsDomains 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. | |
Domain (NBT)MAT-02.NBT.01
MAT-02.NBT.01 Demonstrate understanding that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, including:
a. 100 can be thought of as a bundle of ten tens called a “hundred”.
b. Multiples of 100 represent a number of hundreds, 0 tens, and 0 ones. | |
MAT-02.NBT.02
MAT-02.NBT.02 Count forward and backward from any given number within 1000. Skip-count by 5s, 10s, and 100s. | |
MAT-02.NBT.03
MAT-02.NBT.03 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | |
MAT-02.NBT.05
MAT-02.NBT.05 Use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 100. | |
MAT-02.NBT.08
MAT-02.NBT.08 Mentally add or subtract 10 or 100 to or from a given number between 100 and 900. | |
