Second Grade Overview

• Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
   
• Use addition and subtraction within (20) 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.
   
• 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, take-apart, and compare problems using information presented in a bar graph.
   
• Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ...

• Keep a set of flash cards in the car to practice as you run errands. Encourage your child to explain the strategy that they used to solve the problem.
   
• With a deck of cards, use the number cards to play Fact War. Each player flips 1 card and the player to say the sum first, gets both cards
   
• Have your child sort a set of flashcards based on the strategy that they would use to solve the problem. Have them select one strategy pile to solve.
   
• Students often overuse "counting on" for all math facts. Help your child to generate facts that are efficient for counting on and facts that are not efficient for counting on (you could create a list or use flashcards to make groups). Encourage your child to explain why counting on would not be efficient for a fact (such as 5+7).

• Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
   
• Represent whole-number sums and differences within 100 on a number line diagram
   
• Explain why addition and subtraction strategies work, using place value and the properties of operations
   
• Add up to four two-digit numbers using strategies based on place value and properties of operations
   
• 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
   
• Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
   
• Count within 1000; skip-count by 5s, 10s…
   
• 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, take-apart, and compare problems using information presented in a bar graph
   
• Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers 

• Help your child use addition or subtraction to solve real world problems (e.g. adding a bill, calculating change from a purchase…) and have them explain why the addition or subtraction strategy they used worked.
• Create and solve word problems involving money. For example, if you have 2 quarters and 3 dimes, how many cents do you have?
• Practice counting a group of all nickels (skip counting by 5) and then all dimes (skip counting by 10)
• Use the ace through nine cards from one or two decks of playing cards to help practice single digit addition facts. Your child can simply turn over or pick the two cards to add together. You can also play a game where each partner picks two cards from their face down pile and adds them together. The player whose cards made the largest sum gets all four cards. Repeat. The player with the most cards at the end wins.

• 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
  • 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).
     
• 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.
   
• Count within 1000; skip-count by 5s, 10s, and 100s.
   
• Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
   
• Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
• 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.
   
• 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.

Help your child to make real world connections with money, addition and subtraction.

For example:

• provide opportunities for your child to count dollar bills and coins (for example, money in a wallet, money to pay for something at the store, change received from a purchase)
• help your child use addition or subtraction to solve real world problems (e.g. adding a bill, calculating change from a purchase… and have them explain why the addition or subtraction strategy they used worked

• 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.
• 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.
• Given the dimensions of a polygon, determine the perimeter.
• Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• When measuring items, have your child help. If possible let them help with the selection of which measurement tool to use (ruler, yardstick, measuring tape…. Try to use measurement vocabulary.
• Give your child a ruler. Help them to measure the item twice, once in inches and once in centimeters. Talk about how the difference in the total number of units is different because centimeters are smaller than inches so it takes more of them to cover the given length.
• Help your child to find the difference in length between two objects by having them measure both and then finding the difference.
• Help your child to estimate various lengths. Have them measure the actual length to see how close they were with their estimate.
• Practice reading the time, to the nearest five minutes, on an analog clock.

• 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.
• 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 as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
• Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
• 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.
• 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.

• Hunt for shapes in your world that are 2- dimensional. Try to identify them by name.
• Play a "Name My Shape" riddle game. Have the clues for the shape be the attributes of the shape. For example, "My shape has five sides and five angles. What is my shape?" pentagon.
• Have your child help you partition (cut) a rectangular (pan of brownies) or circular (cake) food item into two, three or four equal shares and then identify the share using the words halves, thirds or fourths.
• Rows vs. Columns: Look for opportunities to show your child arrays in the real world, i.e. seats in a theater, muffin baking tin, ice cube trays, arrangements of fruit in the grocery store, eggs in a carton, etc.
• Roll an Array! Use small candies or buttons to build the arrays. Roll two dice …the first roll will be the number of rows in the array and the second roll will be the number of columns. Use the small items to create an array. Count the total number of objects in the array. To make it even more fun, have a partner roll the dice, build an array, then count the total number of pieces in the array. The player with the greatest number of pieces in their array wins.