Parents’ Guide to 2nd Grade

Math + Practice Worksheets

Parents’ Guide to 2nd Grade
Math + Practice Worksheets

Table of Contents

Introduction 3

CCSS Review 4

Critical Areas of Focus 5

Overview of Topics 7

The Truth about CCSS and Performance 9

How to Help Your Child Succeed Beyond CCSS 15

Worksheets 17

Worksheet Answer Key 21

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 Parents’ Guide to 2nd Grade
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Many educators, politicians, and parents

believe the instruction of mathematics in
the United States is in crisis mode, and has
been for some time. Indeed, recent test
results show that American 15-year-olds
were outperformed by 29 other countries
on math testing scores. To help counter
this crisis, educational, civic, and business
leaders worked together to develop the
Common Core State Standards (CCSS). The goal of Common Core is to establish
consistent, nationwide guidelines of what children should be learning each school
year, from kindergarten all the way through high school, in English and math.
Though CCSS sets forth these criteria, states and school districts are tasked with
developing curricula to meet the standards.

The 2014-15 school year will be important for Common Core as the standards
are fully implemented in many remaining states of the 43 (and the District of
Columbia) that have embraced their adoption. CCSS has its advocates as well as
its critics, and the debate on its merits has become more pronounced in recent
months. Irrespective of the political differences with Common Core, its concepts
are critical for students because the standards help with understanding the
foundational principles of how math works. This guide steers clear of most of the
controversy surrounding CCSS and primarily focuses upon the math your second-
grader will encounter.

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U.S. Students Slide in Global Ranking on Math, Reading, Science; NPR.org; Dec. 13, 2013 3
Parents’ Guide to 2nd Grade
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CCSS Review
A stated objective of Common Core is many state standards, which mandate
to standardize academic guidelines a “mile-wide, inch-deep” curriculum
nationwide. In other words, what in which children are being taught
second-graders are learning in math so much in a relatively short span
in one state should be the same as of time that they aren’t effectively
what students of the same age are becoming proficient in the concepts
learning in another state. The curricula they truly need to succeed at the next
may vary between these two states, level. Hence, CCSS works to establish
but the general concepts behind an incredibly thorough foundation not
them are similar. This approach is only for the math concepts in future
intended to replace wildly differing grades, but also toward practical
guidelines among different states, thus application for a lifetime.
eliminating (in theory) inconsistent
For second grade, Common Core’s
test scores and other metrics that
focus places a great emphasis in
gauge student success.
strengthening fluency in addition and
An increased focus on math would subtraction. The idea that numbers
seem to include a wider variety of are based on tens is expanded and
topics and concepts being taught at reinforced, and units of measurement
every grade level, including second receive more attention. Ultimately,
grade. However, CCSS actually calls this focus will enable children to
for fewer topics at each grade level. develop rigor in real-life situations
The Common Core approach (which by developing a base of conceptual
is clearly influenced by so-called understanding and procedural
“Singapore Math”—an educational fluency.
initiative that promotes mastery
instead of memorization) goes against

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 Parents’ Guide to 2nd Grade
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Critical Areas of Focus

For many parents, second grade feels like the first year that school is really
serious for their children. Many of the “cute” approaches to teaching math
that might have been prevalent in kindergarten and first grade give way to
an increased focus on critical concepts students will require in the next few
years. Base 10 notation will give kids a better understanding of numbers up to
1,000—and they will need that understanding once operations eventually start
using three-digit numbers. The simple addition and subtraction introduced
in first grade not only will be re-emphasized, but also will be expanded to
include two-digit numbers. And once addition becomes easier, students will be
ready for the multiplication skills that will be taught in third grade. Here are
the four critical areas that Common Core brings to second-grade math:

Base 10 Notation

Base 10 is the idea that our number

system is based on tens. Count to 10
and start again, only with the number
in the tens spot increased by one.
When the tens spot turns over from
nine, you add a hundreds place, and
so on. For second grade, students
build upon this idea concept by
learning about numbers up to 1,000,
as well as understanding the concept
of place value—that a number such
as 629 is the same as 6 hundreds, 2
tens, and 9 ones.

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Addition and Subtraction Shapes

All the flash cards and other drilling The big push into geometry won’t
to get addition and subtraction facts come until later grades, but
down in first grade pay off in second understanding and drawing two-
grade, as those concepts are applied to dimensional and three-dimensional
adding and subtracting numbers up to shapes are still emphasized with an
100 and, eventually, 1,000. Students eye toward the future.
will learn multiple strategies to add
and subtract bigger numbers, including
the traditional place value method
their parents were likely taught, and
breaking apart addends on two two-
digit numbers (i.e., for 29+34, splitting
the equation into 20+30=50 and
9+4=13, then adding 50+13 for the
correct answer of 63).

Standard Units of Measure

Centimeters and inches become

the stars of the measuring world as
students use rulers to gauge distance.
Also taught is the concept that the
smaller unit of measurement used, the
more of that unit will be necessary
to cover the length of something
measured. Addition and subtraction of
measurements are introduced, too.

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Overview of Topics
From the four critical areas of focus discussed in the previous section, Common
Core also further clarifies the skills second-graders should know by the end of
the school year. For example, the fluency requirement at this level is single-
digit sums and differences (i.e., basic addition and subtraction, committed
to memory by the end of the year) and adding and subtracting within 100.
The four topics presented here, taken directly from CCSS itself, include some
specifics on what kids will be taught at in Grade 2.

Operations and Algebraic Thinking

• Represent and solve problems using addition and subtraction. Students

will add and subtract numbers up to 100 to solve word problems.

• Add and subtract within 20. The basic math facts introduced in first
grade will reach a fluency level in second—kids can answer from memory
addition and subtraction problems with an answer of 20 or less.

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

As already mentioned, the addition learned in second grade will form a
base for multiplication in third. Second-graders will learn:

• To determine whether a group of objects (up to 20) is odd or even (for

example, by pairing them by 2s)

• To write an equation that expresses a number as the sum of two equal

addends (e.g., 12 is the same as 6+6)

• To use an array to determine the total number of objects with up to

five rows and five columns, and to write an equation to express that
number as a sum of equal addends (for example, an array of 3 rows and
3 columns equals 3+3+3)

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Grade 4: Introduction, Common Core State Standards Initiative 7
 Parents’ Guide to 2nd Grade
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other words, a student might be asked
Number Operations in Base 10
how much shorter one object is than
• Understand place value. Students will another.
be taught that a three-digit number can • Work with time and money. Students
be broken down into a hundreds place, will learn to tell time from analog and
a tens place, and a ones place, and that
a hundred is essentially a “bundle” of increments (e.g., 1:35 a.m., 2:20 p.m.,
tens. Second-graders will also learn to and so on) and learn the concept of
skip count by fives, tens, and hundreds a.m. and p.m. Word problems will
to 1,000.

• Use place value understanding and denominations (pennies, nickels,

properties of operations to add and dimes, and quarters, and dollars).
subtract. The emphasis on base 10 will • Represent and interpret data. Line
be applied to addition and subtraction plots, bar graphs, and picture graphs
with numbers up to 100. What parents will be used to represent measurement
might understand as “carrying” and data, and students will perform
“borrowing” will be introduced. Students comparisons or simple arithmetic using
will also learn how to mentally add or information from a graph.
subtract by 10 and by 100.
Geometry

Measurement and Data

• Reason with shapes and their attributes.
Students will recognize shapes, including
• Measure and estimate lengths in standard
quadrilaterals, cubes, hexagons,
units. Students will measure objects using
pentagons, and triangles, based on the
standard tools such as rulers, yard and
number of faces, angles, and sides.
meter sticks, and tape measurers. They will
In another move toward learning
multiplication, second-graders will be
(e.g., centimeters and inches) to measure
taught how to partition a rectangle into
the same object and estimate and compare
same-size squares and count the results,
as well as divide rectangles and circles
• Relate addition and subtraction to length. into even shares and identify
Word problems will combine measurement the shares as halves, thirds,
with addition and subtraction concepts—in and quarters.

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The Truth About CCSS and Performance

Common Core aims to improve educational performance and standardize
what students should learn at every grade in preparation for a lifetime of
application, but it does not set curricula, nor does it direct how teachers
should teach. As with any educational reform, some teachers, schools, and
school districts will struggle with CCSS, some will seamlessly adapt, and some
will thrive. As a parent, your responsibility is to monitor what your second-
grader is learning, discover what is working or isn’t working for your child, and
to communicate with his or her teacher—and to accept that your children’s
math instruction does differ from what you learned when you were younger,
or even what they might have learned last year. The transition can be a little
daunting for parent and student alike, but that’s not a product of the standard
itself. Common Core simply takes a new, more pointed approach to improving
the quality of math instruction in this country.

The Benefits

As previously mentioned, CCSS may vary upon the cooks’ experience,

decreases the number of topics the multitude of ingredients required
students learn at each grade. However, for so many offerings, and the
the remaining topics are covered so efficiency (or lack thereof) of the staff.
extensively that the chances a child Because the second restaurant only
will master the corresponding skills serves three items, mastering those
increase. An analogy to this approach three items efficiently should result
is comparing two restaurants. One in an excellent customer experience.
restaurant has a varied menu with That’s not to say the first restaurant
dozens of items; the other only serves won’t succeed (because many do), but
hamburgers, fries, and milk shakes. The there’s always a chance that
quality of the food at the first restaurant

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something on the menu won’t live up Finally, CCSS links standards from
to the business’s own expectations. grade to grade so that the skills
learned at one level translate into the
By reducing the number of math
tools they need to learn at the next
topics taught, Common Core helps
level. This coherence would seem
ensure students are truly ready for
an obvious educational approach,
what comes next. Given the attention
but often, there is no link—students
given to the included concepts, more
are taught a skill in second grade
practical applications and alternate
that might not be used (and might
operations of the math can be
have to be re-taught) until fourth.
explored.
Each new concept in Common
Coinciding with the reduction of topics Core is an extension of a previous,
is an emphasis on vigor—achieving a already learned concept.By reducing
“deep command” of the math being the number of math topics taught,
taught. Students will be challenged Common Core helps ensure students
to understand the concepts behind are truly ready for what comes next.
mathematical operations rather than Given the attention given to the
just resorting to rote memorization included concepts, more practical
and processes to get a right answer. applications and alternate operations
Speed and accuracy are still important; of the math can be explored.
kids won’t be getting away that easily
from flash cards and quizzes that
increase fluency. Moreover, Common
Core places even additional emphasis
on practical application—after all, the
math kids learn now will be important
when they become adults, even if
they never have to think about prime
numbers or symmetrical lines in their
day-to-day lives.

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Coinciding with the reduction of topics is an emphasis on vigor—achieving

a “deep command” of the math being taught. Students will be challenged to
understand the concepts behind mathematical operations rather than just
resorting to rote memorization and processes to get a right answer. Speed and
accuracy are still important; kids won’t be getting away that easily from flash
cards and quizzes that increase fluency. Moreover, Common Core places even
additional emphasis on practical application—after all, the math kids learn now,
will be important when they become adults, even if they never have to think
about prime numbers or symmetrical lines in their day-to-day lives.

Finally, CCSS links standards from grade to grade so that the skills learned
at one level translate into the tools they need to learn at the next level. This
coherence would seem an obvious educational approach, but often, there is
no link—students are taught a skill in fifth grade that might not be used (and
might have to be re-taught) until sixth. Each new concept in Common Core is an
extension of a previous, already learned concept.

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Math Practices to Help Improve Performance

In addition to the grade-specific standards it sets forth, Common Core also

emphasizes eight “Standards of Mathematical Practice” that teachers at all
levels are encouraged to develop in their students. These eight practices,
designed to improve student performance, are described here, with added
information on how they apply to second-graders.

Make sense of problems and persevere in solving them

Students explain the problem to themselves and determine ways they can
reach a solution. Then, they work at the problem until it’s solved. Second-
graders, for example, are still developing their reading skills and might
struggle simply comprehending a word problem. This CCSS math practice
encourages them to take their time to read and try understanding the
problem, emphasizing that the process is ultimately important even if it
doesn’t result in a correct answer. Second-graders will also be encouraged to
use pictures or objects to better visualize the problem and solution.

Reason abstractly and quantitatively

Students decontextualize and

contextualize problems. By
decontextualizing, they break down the
problem into anything other than the
standard operation. By contextualizing,
they apply math into problems that
seemingly have none. For example, if
a second-grade word problem talks
about cats and dogs, students who are
decontextualizing might draw pictures of puppies and kittens to help them
get to a solution. Students this age who are contextualizing may count
on their fingers when asked how many minutes are left before recess.

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Standards for Mathematical Practice, Common Core State Standards Initiative 12
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Construct viable arguments and

critique the reasoning of others

Students use their acquired math

knowledge and previous results to
explain or critique their work or
the work of others. Most second-
graders will jump at the chance to
work a problem on the board for
the class. Besides boosting their
confidence, the ability to explain
the math will increase their ability to excel at it.

Model with mathematics

This is just like it sounds: Students use math to solve real-world problems.
Second-graders can be challenged to take the math skills they have learned
into their own lives. For example, a student who is handing out Valentines at
school can use addition to determine if two packs of 15 cards will be enough
for her class of 28 students, and then subtraction to see if she will have any
extras to give to her favorite teachers.

Use appropriate tools strategically

Another self-explanatory practice: Students learn and determine which

tools are best for the math problem at hand. With Common Core’s second-
grade focus on units of measurement, this initiative is strongly emphasized
as students learn what type of measuring instrument is most suited to
determine a certain distance.

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Attend to precision

Students strive to be exact and meticulous—period. Second-graders will

be expected to become fluid in the simpler addition and subtraction facts,
because not knowing what 7+8 is will affect trying to answer 28+17.
Furthermore, if a student can’t come up with the right answer on a more
complex problem, he should be taking steps to figure out how or should ask
for help (especially at this age).

Look for and make use of structure

Students will look for patterns and structures within math and apply these
discoveries to subsequent problems. For example, second-graders might be
asked to solve 37+20. With the zero on the end of 20, they might determine
that all they need to do is add 3+2 to get 5 for the tens place and an overall,
quickly realized answer of 57.

Look for and express regularity in repeated reasoning

Students come to realizations—“a-ha” moments is a good term for

these realizations—about the math
operations that they are performing
and use this knowledge in subsequent
problems. For example, a second-
grader may realize that adding or
subtracting even numbers will always
result in an even number, which is
something he or she can look for in
future operations.

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How to Help Your Children Succeed

Beyond CCSS
Some of parents’ trepidation with Common Core isn’t so much with the guidelines
themselves, but with the testing now aligned with CCSS via local math curricula.
Standardized testing was stressful for students and parents before; with the
ongoing Common Core implementation, many families simply don’t know what to
expect.

Fortunately, CCSS does not have to be that stressful, for you or your second-
grader. Here are some tips to help your children succeed with Common Core math:

Be informed; be involved Give them some real-world math

If Common Core concerns you, intrigues A basic tenet of Common Core is to

you, or confuses you, don’t hesitate to apply math principles to real-world
learn as much about it—in your child’s situations. Why not start now? Give
classroom, at your kids’ school, and your child math problems when
on a national level. Talk with teachers, you are out and about—the store,
principals, and other parents. Seek in traffic, the park, and so on. For
advice on how you can help your kids, example, if you are at the grocery
and yourself, navigate CCSS math. store and want to use the express
If you want to take further action, lane, ask your student to figure out
become involved with PTA or other how many more items you can add
organizations and committees that to your cart and still stay under 20.
deal with your school’s curriculum. The
more you know, the more, ultimately,
you can help your child.

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Take time to learn what they are learning Seek more help if necessary

You might look at a worksheet If your second-grader is struggling with

your child brings home and think, the new math standards, talk with his or
“This isn’t the math I’m used to.” her teacher first. You then might want
Because Common Core emphasizes to seek outside resources to help your
understanding the process of arriving child. Several online resources provide
at an answer, your child may be taught math help, including worksheets and
additional ways to fry a mathematical sample tests that conform to Common
egg, so to speak. Instead of shunning Core standards. Tutoring might be an
these approaches, learn them for option you consider as well. Innovative
yourself. Once you comprehend these iPad-based math programs have emerged
additional methods, you will be better that combine the personalized approach
able to help your child comprehend of a tutor with today’s technology. This
them as well. revolutionary approach also may feature
a curriculum based on Common Core,
Encourage them to show their work thus ensuring your child’s learning at
home is aligned with what he or she is
This suggestion can be read two ways.
learning at school.
First, students will be encouraged to
show how they arrived at an answer,
especially within Common Core.
Second, ask your children to show
you their homework, particularly the
challenging stuff. Explaining how
a problem is solved is a basic CCSS
tenet, so if your kids can be confident
in explaining their work to you, they
will carry that confidence into the
classroom when the teacher asks for
those same explanations.

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Operations and Algebraic Thinking

13 + 16 = ___

Find the missing number.

15 + 27 + 14 = 29 + ____

A) 5 + 5 = 20
B) 5 + 5 + 5 + 5 = 20
C) 5 + 5 + 5 + 5 = 25
D) 5 + 5 + 5 + 5 + 5 = 25

many cans of milk has he stacked?

A) 8 + 8 + 8 + 8 + 8 = 40
B) 8 + 8 + 8 + 8 = 40
C) 5 + 5 + 5 + 5 + 5 = 40

52 students in the school cafeteria bought hamburgers, 63 bought pizza and 42 bought salad. How many
total students bought lunch at the cafeteria?

Select the equivalent equation for the given statement

Andy scores a total of 109 points in 2 games of Subway Surfers. If he scores 41 points in the 1st game, how
many points did he score in the 2nd game?
A) 41 + __ = 109
B) 109 + __ = 41
C) 41 × __ = 109
D) 109 ÷ __ = 41

There are 141 oil paintings, 161 sculptures and 68 charcoal paintings in a museum. What is the total
number of paintings in this museum?

19 + 13 = ?
A) 10+3+10+3
B) 19+9+10+3
C) 0+9+10+3
D) 10+9+10+3

Pick the odd number.

A) 96
B) 58
C) 37
D) 56

Compare the numbers using the given operation.

18 - 8 _____ 4 + 6
A) >
B) <
C) =

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Number Operations in Base 10

Select the expanded form of the given Fill in the missing number
numeral. 80 tens = _ hundreds
223
A) 30 + 2 + 200
B) 3 + 200 + 20
C) 300 + 2 + 20
D) 300 + 2 + 20

Find the number that has the given

expanded form.
30 + 6 + 400
Select the numbers represented by the
873 - what digit is in the tens place? image
A) 4 tens
Count the tens and ones in the given image. B) 40 tens
_ tens _ ones C) 4 hundreds

If you have 3 hundreds, 12 tens and 4 ones,

how much do you have?

Find the missing numbers by counting the tens

and ones
33 + 39 = 30 + 3 + 30 + 9
853 - what place is the 5 in? Adding the tens: 30 + 30 = _
A) Ones Adding the ones: 3 + 9 = _
B) Tens So, 33 + 39 = 60 + 12 = _
C) Hundreds
D) Thousands
E) Ten Thousands

8 tens 1 ones - 5 tens 2 ones = ___ tens ___ ones

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Measurement and Data

What is the length of the cloud?

Sarah has 1 quarter and 2 dimes. Sonia has
1 quarter and 2 nickels. How much money
do they have put together?

Given below is the number of cars sold by

Select the correct option a car dealer this week
How many lesser green cars were sold by
the car dealer than red cars this week?
the test at 11:00 ___
A) PM
B) AM

Which time comes latest in the day?

A) 8:12 pm
B) 10:12 pm
C) 12:30 pm Anne’s pencil is 23 cm long. Jane’s pencil is
D) 10:48 am 8 cm shorter than Anne’s. Peter’s pencil is 4
cm longer than Jane’s. Whose pencil is the
longest?
What is quarter past 8:00?
A) Anne
B) Jane
How much money is this?
C) Peter
5*Dimes, 1*Nickels, 4*Pennies
D) Can’t say

Given below is the number of cakes sold by

How many fewer cakes were sold on

Saturday than on Sunday?

How much longer is the banana compared

to the raspberry?

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Select all images that have at least 4 faces
Geometry

A) B)

Identify the shape

A) Sphere
B) Cube
C) Cuboid C) D)
D) Cone
E) Kite

Select all images that have at least 3 angles

and at most 4 vertices
Identify the number of lines of symmetry

A) B)

C) D)

How many angles does a triangle have?

Count the number of unit squares in the

given image

Select all images that have exactly 4 angles

Anne cut a rectangular cake into 3 rows and

A) B) C) 4 columns. How many pieces of cake did she
get?

What fraction of the image is blue in color?

How many vertices and angles does the A) Half
trapezoid have? B) One-third
A) 4 vertices and 4 angles C) Two-thirds
B) 4 vertices and 5 angles D) One-quarter
C) 5 vertices and 5 angles

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Answer Key

Operations and Algebraic Thinking Number Operations in Base 10

1. 29 1. B)

2. 27 2. 436

3. D) 3. 7

4. A) 4. 48, 6

5. 157 5. B)

6. 1 6. 2, 9

7. 209 7. 8

8. 4 8. B), C)

9. C) 9. 424

10. C) 10. 60, 12, 72

Measurement and Data Geometry

1. 14 1. B)

2. 2 2. 5

3. 2 3. 3

4. 8:15 4. A), B), C)

5. 59 5. A)

6. 3 6. A), D

7. 80 7. A)

8. 13 8. 9

9. 1 9. 12

10. 15 10. D)

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