Second Grade Math Grade Expectations

M2:1 Demonstrates conceptual understanding of rational numbers

with respect to:

whole numbers from 0 to 199 using place value, by applying the

concepts of equivalency in composing or decomposing numbers

(e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g.,

141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using

models, explanations, or other representations; and

positive fractional numbers (benchmark fractions: a/2, a/3, or a/4,

where a is a whole number greater than 0 and less than or equal

to the denominator) as a part to whole relationship in area and set

models where the denominator is equal to the number of parts in

the whole using models, explanations, or other representations.

M(N&O)–2–1

M2:2 Demonstrates understanding of the relative magnitude of

numbers from 0 to 199 by ordering whole numbers; by comparing

whole numbers to each other or to benchmark whole numbers

(10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an

understanding of the relation of inequality when comparing whole

numbers by using "1 more," "1 less," "10 more," "10 less," "100

more," or "100 less"; or by connecting number words and numerals

to the quantities they represent using models, number lines, or

explanations.

M(N&O)–2–2

M2:3 Demonstrates conceptual understanding of mathematical

operations involving addition and subtraction of whole numbers by

solving problems involving joining actions, separating actions, part-part-

whole relationships, and comparison situations; and addition of

multiple one-digit whole numbers. (See Appendix A.)

M(N&O)–2–3

M2:4 No M2:4 at this grade level

M2:5 Demonstrates understanding of monetary value by adding

coins together to a value no greater than $1.99 and representing

the result in dollar notation; making change from $1.00 or less,

or recognizing equivalent coin representations of the same value

(values up to $1.99).

M(N&O)–2–5

M2:6 Mentally adds and subtracts whole-numbers facts through twenty

with accuracy.

M2:7 Estimates and evaluates the reasonableness of solutions

appropriate to grade level.

M2:8 Applies properties of numbers (odd, even) and operations

(commutative, associative, identity) to solve problems and to

simplify computations involving whole numbers.

Arithmetic, Number, and Operation Concepts

M2:9 Uses properties, attributes, composition, or decomposition

to sort or classify polygons or objects by a combination of two or

more nonmeasurable or measurable attributes.

M(G&M)–2–1

M2:10 No M2:10 at this grade level

M2:11 Identifies three-dimensional shapes (rectangular prisms,

triangular prisms, cylinders, or spheres) and their attributes and

recognizes them in their environment.

M2:12 No M2:12 at this grade level

M2:13 No M2:13 at this grade level

M2:14 Demonstrates conceptual understanding of perimeter and area

by using models or manipulatives to surround and cover polygons.

M(G&M)–2–6

M2:15 Measures and uses units of measures appropriately and

consistently, and makes conversions within systems when

solving problems across the content strands. (Benchmarks in

Appendix B.)

M(G&M)–2–7

M2:16 Determines elapsed and accrued time as it relates to the

patterns of days of the week, months, hours, and tells time to five

minutes.

M2:17 No M2:17 at this grade level

M2:18 Solves problems using a two-dimensional coordinate system

( x and y axes—quadrant I) to locate and describe positions on a

map.

M2:19: Identifies and extends to specific cases a variety of patterns

(linear and non-numeric) represented in models, tables, or

sequences by extending the pattern to the next element, or finding

a missing element (e.g., 2, 4, 6, ___, 10).

M(F&A)–2–1

M2:20 Demonstrates a conceptual understanding of linear

relationships ( y = kx) as a constant rate of change qualitatively

(growth—student growing taller) and quantitatively (measurable

growth—2 inches each year) change.

M2:21 No M2:21 at this grade level

M2:22 Demonstrates conceptual understanding of equality by finding

the value that will make an open sentence true (e.g., 2 + = 7 ).

(limited to one operation and limited to use addition or subtraction).

M(F&A)–2–4

M2:23 Interprets a given representation (pictographs with one-toone

correspondence, line plots, tally charts, or tables) to answer

questions related to the data, or to analyze the data to formulate

conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M2:24.)

M(DSP)–2–1

M2:24 Analyzes patterns, trends, or distributions in data in a variety

of contexts by determining or using "more," "less," or "equal."

M(DSP)–2–2

M2:25 Organizes and displays data using diagrams, models, tally

charts, or tables to answer questions related to the data, to analyze

the data to formulate conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M2:24.)

M2:26 Uses counting techniques to solve problems involving

combinations using a variety of strategies (e.g., student diagrams,

organized lists, tables, tree diagrams, orsc others); (e.g., "How many

ways can you make 50 cents using nickels, dimes, and quarters?")

M(DSP)–2–4

M2:27 For a probability event in which the sample space may or

may not contain equally likely outcomes, uses experimental

probability to describe the likelihood or chance of an event using

"more likely," "less likely," "equally likely," "certain," or "impossible."

M2:28 In response to a teacher- or student-generated question or

hypothesis, collects appropriate data, organizes the data, displays/

represents the data, and makes observations about the data to

draw conclusions about the question or hypothesis being tested.

(IMPORTANT: Analyzes data consistent with concepts and skills in

M2:24.)

M2:29 No M2:29 at this grade level

Data, Statistics, and Probability Concepts

M2:30 Demonstrate understanding of mathematical problem solving2

and communication through:3

• Approach & Reasoning—The reasoning, strategies, and skills

used to solve the problem;

• Connections—Demonstration of observations, applications,

extensions, and generalizations;

• Solution—All of the work that was done to solve the problem,

including the answer;

• Mathematical Language—The use of mathematical language

in communicating the solution;

• Mathematical Representation—The use of mathematical

representation to communicate the solution; and

• Documentation—Presentation of the solution.