2nd Grade

STANDARDS FOR MATHEMATICAL PRACTICES AND CATHOLIC DISPOSITIONS 

CATHOLIC STANDARDS

Operations and Algebraic Thinking

Number and Operations in Base Ten 

Measurement and Data

Geometry

Make sense of problems and persevere in solving them. 

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others. 

Model with mathematics.  

Use appropriate tools strategically. 

Attend to precision. 

Look for and make use of structure. 

Look for and express regularity in repeated reasoning.

Develop the mental habits of precise, determined, careful, and accurate questioning, inquiry, and reasoning. CSGS1

Develop lines of inquiry (as developmentally appropriate) to understand why things are true and why they are false. CSGS2 

Recognize the power of the human mind as both a gift from God and a reflection of Him in whose image and likeness we are made. CSGS3 

Survey the truths about mathematical objects that are interesting in their own right and independent of human opinions. CSGS4 

Represent and solve problems involving addition and subtraction. 

Add and subtract within 20. 

Work with equal groups of objects to gain foundations for multiplication. 

Understand place value. 

Use place value understanding and properties of operations to add and subtract. 

Measure and estimate lengths in standard units. 

Relate addition and subtraction to length. 

Work with time and money. 

Represent and interpret data. 

Reason with shapes and their attributes. 

CSDS3: Show interest in the pursuit of understanding for its own sake. 

CSDS4: Exhibit joy at solving difficult mathematical problems and operations. 

CSDS5: Demonstrate an interest of the mental processes within mathematics (order, perseverance, and logical reasoning) and how these processes help develop natural virtues (self-discipline and fortitude). 

CSIS2: Demonstrate how sound logical arguments are foundational to mathematics.

CSDS5: Demonstrate an interest of the mental processes within mathematics (order, perseverance, and logical reasoning) and how these processes help develop natural virtues (self-discipline and fortitude). 

CSDS1: Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. 

CSDS2: Respond to the beauty, harmony, proportion, radiance, and wholeness present in mathematics. 

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Determine whether a group of objects(up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 

Count within 1000; skip-count by 5s, 10s, and 100s.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Add up to four two-digit numbers using strategies based on place value and properties of operations.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) 

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Estimate lengths using units of inches, feet, centimeters, and meters. 

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent whole-number sums and differences within 100 on a number line diagram. 

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately, including making change. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, takeapart, and compare problems using information presented in a bar graph. 

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

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 astwo halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

100 can be thought of as a bundle of ten tens — called a “hundred.” 

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).