Grade+2+Math

This page provides families an overview of what to expect in Second Grade Mathematics. Information about the Massachusetts mathematics content and practice standards and enVisionMATH Common Core 2012 program resources are included. Each domain listed in the "What to Expect" table below links to student activities and interactive tools that families may use to engage their children in optional learning experiences at home.

**Quick Links** What to Expect in Second Grade Mathematics How Learning is Assessed Standards of Mathematical Practice iTunes Apps

=What to Expect in Second Grade Mathematics=  =How Learning is Assessed=
 * [[image:http://www.mathsisfun.com/images/apples-15.jpg width="197" height="173" align="center"]] || [[image:http://www.smartfirstgraders.com/image-files/base10blocks.jpg width="203" height="173" align="center"]] || [[image:http://www.cabap.org/wp-content/uploads/2010/12/units_of_measure.gif width="225" height="170"]] ||
 * **Term 1 Domains (Sep - Nov)**
 * Operations and Algebraic Thinking || **Term 2 Domains (Nov - Feb)**
 * Operations and Algebraic Thinking
 * Number and Operations (Base Ten) || **Term 3 Domains (Mar - Jun)**
 * Number and Operations (Base Ten)
 * Measurement and Data
 * Geometry ||

** Operations and Algebraic Thinking **

 * **Assessment Indicator** || **Term(s)** ||
 * Demonstrates automaticity with addition and subtraction facts to/within 20 ||  ||
 * Uses addition and subtraction within 100 to solve one- and two-step word problems ||  ||
 * Works with equal groups of objects to gain foundations for multiplication ||  ||

** Number and Operations (Base Ten) **

 * **Assessment Indicator** || **Term(s)** ||
 * Reads and writes numbers to 1,000 ||  ||
 * Counts within 1,000 by 5s, 10s, and 100s ||  ||
 * Understands that a 3-digit number represents hundreds, tens, and ones ||  ||
 * Compares two 3-digit numbers using symbols (<, >, =) ||  ||
 * Uses various strategies to fluently add and subtract to/within 100 ||  ||
 * Uses place value understanding and properties of operations to add and subtract to/within 100 ||  ||

** Measurement and Data **

 * **Assessment Indicator** || **Term(s)** ||
 * Measures and estimates lengths in standard units ||  ||
 * Tells and writes time to the nearest 5 minutes ||  ||
 * Solves word problems involving dollar bills and coins, using symbols appropriately ||  ||
 * Represents data in a bar graph, picture graph, and line plot ||  ||
 * Interprets and uses data from a graph to solve problems ||  ||

** Geometry **
half of, etc. ||  ||  **Standards of Mathematical Practice**  =iTunes Apps= Math Tappers - [] = =
 * **Assessment Indicator** || **Term(s)** ||
 * Draws shapes having a given number of angles, sides, or faces ||  ||
 * Identifies triangles, quadrilaterals, pentagons, hexagons, and cubes ||  ||
 * Partitions circles and rectangles into equal parts and describes using the words halves, thirds,
 * 1) **__Make sense of problems and persevere in solving them__** - In second grade, students look for meaning in problems and identify ways to solve them. They engage in discussions about tools and strategies, use concrete objects or pictures to help them conceptualize, and check their thinking by asking, "Does this make sense?" Second grade students make conjectures about the solution and plan a problem-solving approach.
 * 2) __**Reason abstractly and quantitatively**__ - Second grade students recognize that a number represents a specific quantity and that a specific symbol is associated with it. They create representations and attend to the meanings of quantities when solving problems. Second graders begin to know and use different properties of operations and relate addition and subtraction to length.
 * 3) __**Construct viable arguments and critique the reasoning of others**__ - Second graders use concrete objects to construct arguments and reference them when expressing their reasoning. They explain their own thinking and decide if others' thinking makes sense. Second graders ask appropriate questions such as, "How did you get that?" and are able to explain their thinking.
 * 4) __**Model with mathematics**__ - In early grades, children explore various ways to represent problems (e.g., numbers, words, pictures, objects, actions, charting or listing, equations, etc.) They begin to connect and explain the various connections between these representations.
 * 5) **__Use appropriate tools strategically__** - When solving problems in second grade, students begin to consider available tools and make choices about which will best suit the situation. For example, he or she might decide to solve a problem by drawing a picture rather than writing an equation.
 * 6) **__Attend to precision__** - As second grade children develop communication skills, they attempt to use math vocabulary in their discussions with others and when they explain their own reasoning.
 * 7) __**Look for and make use of structure**__ - Second graders look for patterns and structure in numbers. For example, they use mental math strategies based on patterns (e.g., making ten, fact families, doubles, etc.)
 * 8) **Look for and express regularity in repeated reasoning** - In grade two, students notice repetitive actions in counting and computing. They begin to look for shortcuts such as rounding up and then adjusting the answer to compensate for rounding. Children check their work by asking, "Does this make sense?"