St. Rose School
Mathematics Curriculum Standards
June 2003

Grade 2

• Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000:
  
  
  • Count, read, and write whole numbers to 1,000 and identify the place value for each digit
    
    
  • Use words, models, and expanded forms (e.g., 45=4 tens + 5) to represent numbers (to 1,000)
    
    
  • Order and compare whole numbers to 1,000 by using the symbols <, =, >
    
    
• Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers:
  
  
  • 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
    
    
  • Find the sum or difference of two whole numbers up to three digits long
    
    
  • Use mental arithmetic to find the sum or difference of two-digit numbers
    
    
• Students model and solve simple problems involving multiplication and division:
  
  
  • Use repeated addition, arrays, and counting by multiples to do multiplication
    
    
  • Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division
    
    
  • Know the multiplication tables of 2s, 5s, and 10s (to “times 10”) and commit them to memory
    
    
• Students understand that fractions and decimals may refer to parts of a set and parts of a whole:
  
  
  • Recognize, name, and compare unit fractions from 1/12 to ½
    
    
  • Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls)
    
    
  • Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one
    
    
• Students model and solve problems by representing, adding, and subtraction amounts of money:
  
  
  • Solve problems using combinations of coins and bills
    
    
  • Know and use the decimal notation and the dollar and cent symbols for money
    
    
• Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places:
  
  
  • Recognize when an estimate is reasonable in measurements (e.g., closest inch)

• Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:
  
  
• Use commutative and associative rules to simplify mental calculations and to check results
  
  
• Relate problem situations to number sentences involving addition and sub-traction
  
  
• Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences

• 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:
  
  
  • Measure the length of objects by iterating (repeating) a nonstandard or Standard unit
    
    
  • Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used
    
    
  • Measure the length of an object to the nearest inch and/or centimeter
    
    
  • 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)
    
    
  • Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.)
    
    
• Students identify and describe the attributes of common figures in the plane and of common objects in space:
  
  
  • Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, and rectangular prism) according to the number and shape of faces, edges, and vertices
    
    
  • Put shapes together and take the apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle)

• Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:
  
  
  • Record numerical data in systematic ways, keeping track of what has been counted
    
    
  • Represent the same data set in more than one way (e.g., bar graphs and charts with tallies
    
    
  • Identify features of data sets (range and mode)
    
    
  • Ask and answer simple questions related to data representations
    
    
• Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways:
  
  
  • Recognize, describe, and extend patterns and determine a next term in patterns (e.g., 4, 8, 12 . . .; the number of ears on one horse, two horses, three horses, four horses)
    
    
  • Solve problems involving simple number patterns

Mathematical Reasoning

• Students make decisions about how to set up a problem:
  
  
  • Determine the approach, materials, and strategies to be used
    
    
  • Use tools, such as manipulatives or sketches, to model problems
    
    
• Students solve problems and justify their reasoning:
  
  
  • Defend the reasoning used and justify the procedures selected
    
    
  • Make precise calculations and check the validity of the results in the context of the problem
    
    
  • Students note connections between one problem and another