2nd Grade Math Course Description

For Appointments Call (310) 993-2426

attributes: a characteristic or distinctive feature—

such as shapes, size, color—of an object or given

set of objects

commutative principle (law, rule or

property): in addition and multiplication, numbers

may be added or multiplied in any order.

commutative property of addition: the sum

stays the same when the order of the addends is

changed. Example:

6 + 4 = 4 + 6.

Compose or decompose numbers: flexibly

using or knowing numbers through creating and

breaking numbers apart to form equivalent

representations. For example knowing that in 4

there is a "3" and a "1" or a allows a student to think

about 27 +14 as being 20 + 10 + 7 + 3 + 1 or 30 + 10

+ 1 = 41.

demonstrate fluency: demonstrate fluency

means that students are able to compute efficiently

and accurately with single digit numbers

expression: a mathematical phrase that

represents a number through the combination of

operation symbols, numbers and/or symbols.

Examples: 2 + 5 ; 4 - 2

growing patterns: patterns that show an

arithmetic change between pairs of elements in the

pattern. For example, growing patterns may show

numbers in decreasing order or buildings in

decreasing size.

Example: 3,5,8,12, ……

landmark numbers: numbers that provide a

foundation for extending number sense concepts.

For example, at the second grade level generally

include sums of tens and getting to the next ten or

counting by fives.

model: to represent a mathematical situation with

manipulatives (objects), pictures, numbers or

symbols.

number sentence: equations or comparisons.

Examples: 3 + 4 = 7;

8 – 2 = 6; 7 > 6.

Parts of geometric figures: faces, vertices,

sides, edges, lines, etc.

qualitative change: a change (in the quality of

something) that can be described by words such as

taller, shorter, darker, lighter, warmer, etc.

By the end of grade two, students understand place value and number relationships

in addition and subtraction, and they use simple concepts of multiplication.

They measure quantities with appropriate units. They classify shapes and see

relationships among them by paying attention to their geometric attributes. They

collect and analyze data and verify the answers.

Second Grade Math - California State Standards Taught

Number Sense

1.0 Students understand the relationship between numbers, quantities, and place

value in whole numbers up to 1,000:

1.1 Count, read, and write whole numbers to 1,000 and identify the place value for

each digit.

1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers

(to 1,000).

1.3 Order and compare whole numbers to 1,000 by using the symbols <, =, >.

2.0 Students estimate, calculate, and solve problems involving addition and

subtraction of two- and three-digit numbers:

2.1 Understand and use the inverse relationship between addition and subtraction

(e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems

and check solutions.

2.2 Find the sum or difference of two whole numbers up to three digits long.

2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.

3.0 Students model and solve simple problems involving multiplication and

division:

3.1 Use repeated addition, arrays, and counting by multiples to do multiplication.

3.2 Use repeated subtraction, equal sharing, and forming equal groups with remain

ders to do division.

3.3 Know the multiplication tables of 2s, 5s, and 10s (to 뱓imes 10? and commit them

to memory.

4.0 Students understand that fractions and decimals may refer to parts of a set and

parts of a whole:

4.1 Recognize, name, and compare unit fractions from 1/12 to 1/2.

4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-

thirds of 15 balls).

4.3 Know that when all fractional parts are included, such as four-fourths, the result is

equal to the whole and to one.

5.0 Students model and solve problems by representing, adding, and subtracting

amounts of money:

5.1 Solve problems using combinations of coins and bills.

5.2 Know and use the decimal notation and the dollar and cent symbols for money.

6.0 Students use estimation strategies in computation and problem solving that

involve numbers that use the ones, tens, hundreds, and thousands places:

6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch).

Algebra and Functions

1.0 Students model, represent, and interpret number relationships to create and

solve problems involving addition and subtraction:

1.1 Use the commutative and associative rules to simplify mental calculations and to

check results.

1.2 Relate problem situations to number sentences involving addition and subtraction.

1.3 Solve addition and subtraction problems by using data from simple charts, picture

graphs, and number sentences.

Measurement and Geometry

1.0 Students understand that measurement is accomplished by identifying a unit

of measure, iterating (repeating) that unit, and comparing it to the item to be

measured:

1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard

unit.

1.2 Use different units to measure the same object and predict whether the measure

will be greater or smaller when a different unit is used.

1.3 Measure the length of an object to the nearest inch and/or centimeter.

1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes

in an hour, days in a month, weeks in a year).

1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).

2.0 Students identify and describe the attributes of common figures in the plane

and of common objects in space:

2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square,

rectangle, sphere, pyramid, cube, rectangular prism) according to the number and

shape of faces, edges, and vertices.

2.2 Put shapes together and take them apart to form other shapes (e.g., two congruent

right triangles can be arranged to form a rectangle).

Statistics, Data Analysis, and Probability

1.0 Students collect numerical data and record, organize, display, and interpret the

data on bar graphs and other representations:

1.1 Record numerical data in systematic ways, keeping track of what has been counted.

1.2 Represent the same data set in more than one way (e.g., bar graphs and charts with

tallies).

1.3 Identify features of data sets (range and mode).

1.4 Ask and answer simple questions related to data representations.

2.0 Students demonstrate an understanding of patterns and how patterns grow

and describe them in general ways:

2.1 Recognize, describe, and extend patterns and determine a next term in linear

patterns (e.g., 4, 8, 12 . . . ; the number of ears on one horse, two horses, three

horses, four horses).

2.2 Solve problems involving simple number patterns.

Mathematical Reasoning

1.0 Students make decisions about how to set up a problem:

1.1 Determine the approach, materials, and strategies to be used.

1.2 Use tools, such as manipulatives or sketches, to model problems.

2.0 Students solve problems and justify their reasoning:

2.1 Defend the reasoning used and justify the procedures selected.

2.2 Make precise calculations and check the validity of the results in the context of the

problem.

3.0 Students note connections between one problem and another.

For Appointments Call (310) 993-2426