Bedford Public Schools Grade 2 Math

Bedford Public Schools

Grade 2 – Math

The second grade curriculum builds on and extends the concepts of number, measurement and
geometry that were begun in earlier grades. The main focus areas for second grade in number sense are
extending understanding of base-ten notation and building fluency with addition and subtraction within
100. Students are expected to master addition and subtraction facts to 20. In measurement, students
recognize the need for standard units of linear measure (inches and centimeters). Students discover that
the smaller the unit, the more of that unit must be used to cover a given length. They work with time (to
the nearest five minutes), money (involving dollar bills and coins), and use both in problem-solving
situations. As part of measurement, they learn how to represent information and data on various kinds of
graphs. These include line plots, picture graphs and bar graphs. In geometry, they describe and analyze
shapes by examining sides and angles. They compose and decompose shapes. These skills are needed to
develop an understanding for the concepts of area, volume, congruency, similarity and symmetry for later
grades.
Throughout all grades, there is an emphasis on the skills of mathematical practice that prepare children
to be mathematically proficient students. These skills include making sense of problems and persevering
in solving them, assessing how reasonable their answers are, explaining in words (both orally and in
writing) their understanding and reasoning, attending to precision in both calculations and in math
language, using appropriate math tools, and looking for and extending patterns. Learning Expectations
Assessments happen in multiple ways routinely throughout the school year to measure student
progress. Assessments consist of informal as well as formal teacher observations, small group interviews, Operations and Algebraic Thinking
individual interviews and checkpoints, and written tests. Student progress is monitored carefully to ensure
proficiency in both the mathematical content and the practice standards that are expected at each grade Number and Operations in Base Ten
level.
Measurement and Data

Geometry

1
Return to Main Menu
Bedford Public Schools Grade 2 Math
Operations and Algebraic Thinking

Enduring Understandings Essential Questions Knowledge and Skills

In order to meet the standards, the students will need to In order to understand, students Learning this material will require students to .
understand that . . . will need to consider questions ..
such as . . .
Represent and Solve Problems Involving Addition and • What are some ways to think • Add and subtract within 100 to solve one-
Subtraction about representing addition and two-step word problems, by using
• Adding to and putting together are two situations that and subtraction problems? drawings and equations with a symbol for
involve addition. • What are ways to distinguish the unknown number to represent the
• Taking from, taking apart and comparing are three between addition and problem.
situations that involve subtraction. subtraction problems? • Develop, use and explain strategies that
• Unknowns can be used in all positions when solving • What strategies can be used to move toward accurately and efficiently
problems (i.e. the start, the addend or change, or the solve addition and subtraction solving multi-digit addition and subtraction
sum or difference might be unknown). problems? problems.
• Addition and subtraction have an inverse relationship
that can be used to solve problems and check answers.

Add and Subtract Within 20 • What are strategies for • Fluently* add and subtract within 20 using
• There are strategies for learning addition and learning addition facts within mental strategies: counting on, making ten,
subtraction facts within 20 that will help fluency. 20? decomposing a number leading to a ten,
• Number relationships of 0-more or less than, 1-more • What are strategies for using the relationship between addition and
or less than, and 2-more or less than are the basis for learning subtraction facts subtraction, creating equivalent but easier
addition and subtraction facts with 0, 1 and 2. within 20? or known sums.
• Doubles can be associated with real life situations. • Know from memory all sums of two one-
digit numbers
• Basic addition facts that are near doubles can be found
using related doubles facts (i.e. doubles plus one, • Know from memory related subtraction
doubles minus one). facts of sums of two one-digit numbers.
*Fluency is used in the standards as
• Addition facts involving 9 can be changed to an
meaning “fast and accurate”. Fluency is a
equivalent fact with 10, then subtract 1.
mixture of knowing some answers, knowing
• Addition facts involving 8 can be changed to an
some answers from patterns, and knowing
equivalent fact with 10, then subtracting 2.
some answers from the use of strategies.

2
Return to Main Menu
Bedford Public Schools Grade 2 Math

Operations and Algebraic Thinking (cont.)

Enduring Understandings Essential Questions Knowledge and Skills

In order to meet the standards, the students will In order to understand, students will Learning this material will require students to . .
need to understand that . . . need to consider questions such as . . . .

Work With Equal Groups of Objects to Gain • How can you determine whether a • Determine whether a group of objects (up
Foundations for Multiplication number is even or odd? to 20) has an odd or even number of
• What is the relationship between members by pairing objects or counting
• Some numbers can be divided into two equal repeated addition and them by 2’s.
parts (even numbers) and some cannot (odd multiplication? • Write an equation to express an even
numbers). • What is the relationship between number as a sum of two equal addends.
• Repeated addition of the same addend involves repeated addition and arrays? • Use addition to find the total number of
joining equal groups. • What is the relationship between objects arranged in rectangular arrays with
• An array involves joining equal groups and is arrays and multiplication? up to 5 rows and up to 5 columns.
one way to think about repeated addition. • How can repeated addition be • Write an equation to express the total as a
• Equations involve the equal sign (=). An recorded with a number sentence? sum of equal addends.
equation shows the balance between what is on
the right side and what is on the left side of the
equal sign.

3
Return to Main Menu
Bedford Public Schools Grade 2 Math

Number and Operations in Base Ten

Enduring Understandings Essential Questions Knowledge and Skills

In order to meet the standards, the students will need In order to understand, students will Learning this material will require students to
to understand that . . . need to consider questions such as . . . ...
Understand Place Value • What is place value? • Understand that the three digits of a three-
• Our number system (Base Ten Numeration • What number patterns are helpful in digit number represent amounts of
System) is a system for recording any number naming, reading and writing hundreds, tens and ones (i.e. 706 equals 7
using digits 0-9, groups of ten and place value. numbers to 1,000? hundreds, 0 tens and 6 ones)
• Our number system is based on groups of ten. • What strategies can be used to • Understand that 100 can be thought of as
Whenever we get 10 in one place, we move the compare numbers? (up to 1,000) a bundle of ten tens – called a “hundred”.
next greater place value. • What are the mathematical symbols • Know that the numbers 100, 200…900,
• In a two-digit number, the tens digit tells how that represent “more than”, “less refer to one, two…nine hundreds (and 0
many groups of ten and the ones digit tells the than” and “equal to”? tens and 0 ones).
number of given ones. • How can number comparisons be • Count within 1,000 by 1’s, 5’s, 10’s and
• In a three-digit number, the hundreds digit tells recorded using mathematical 100’s.
how many groups of one hundred, the tens digit symbols? • Read and write numbers to 1,000 using
tells how many groups of ten and the ones digit base-ten numerals, number names, and
tells how many groups of one. expanded form.
• The numbers 21 – 99 are written by joining two • Compare two three-digit numbers based
number words that describe the number of tens on meanings of hundreds, tens and ones
and the number of ones. digits, using the >, < and = symbols and
• The numbers from 100 – 999 are written by words to record the results of
joining number words that describe the number of comparisons.
hundreds, number of tens and number of ones.
• Place value can be used to compare and order
numbers.
• For some relationships, mathematical symbols
(i.e. <, >, =) can be used to describe how one set
of numbers is related to another set.

4
Return to Main Menu
Bedford Public Schools Grade 2 Math
Enduring Understandings Essential Questions Knowledge and Skills
In order to meet the standards, the students will need In order to understand, students will Learning this material will require students to
to understand that . . . need to consider questions such as . . . ...

Use Place Value Understanding and Properties of • What are different strategies for • Fluently add and subtract within 100
Operations to Add and Subtract adding and subtracting multi-digit using strategies based on place value,
numbers? properties of operations, and/or the
• All sums and differences can be found using base • How can place value be helpful in relationship between addition and
ten block models. adding and/or subtracting multi- subtraction.
• Adding groups of tens is similar to adding digit numbers? • Add up to four two-digit numbers using
numbers less than ten. • What are the rules that govern strategies based on place value and
• Adding groups of hundreds is similar to adding addition and subtraction? properties of operations.
numbers less than ten. • What are models that can • Add and subtract within 1,000, using
• Subtracting tens is like subtracting ones. effectively demonstrate addition or concrete models or drawings and
• Subtracting groups of tens is similar to subtracting subtraction? strategies based on place value, properties
numbers less than ten. • How can the relationship between of operations and/or the relationship
• Understand that when adding or subtracting two addition and subtraction help solve between addition and subtraction.
and three-digit numbers, one adds or subtracts problems and check answers? • Understand that in adding or subtracting
hundreds and hundreds, tens and tens and ones • How can using place value be three-digit numbers, one adds or subtracts
and ones. helpful in mentally adding or hundreds and hundreds, tens and tens,
• Sometimes numbers may need to be composed or subtracting 10 or 100 from numbers ones and ones; sometimes it is necessary
decomposed in the process of adding or (up to 999)? to compose or decompose 10’s or 100’s.
subtracting. • What are good explanations for • Mentally add 10 or 100 to a given number
• There are a variety of ways to add or subtract describing why addition and 100-900.
multi-digit numbers. subtractions strategies work? • Mentally subtract 10 or 100 from a given
• For a given set of numbers, there are relationships number 100-900.
that are always true called properties. Properties • Explain why addition and subtraction
are the rules that govern arithmetic. (i.e. Numbers strategies work, using place value and the
can be added in any order, numbers must be properties of operations. (Explanations
subtracted in a specified order.) can be supported by drawings or objects.)
• The inverse relationship between addition and
subtraction can be used to solve problems and
check answers.

5
Return to Main Menu
Bedford Public Schools Grade 2 Math
Measurement and Data

Enduring Understandings Essential Questions Knowledge and Skills

In order to meet the standards, the students will need In order to understand, students will Learning this material will require students to .
to understand that . . . need to consider questions such as . . . ..

Measure and Estimate Lengths in Standard Units • What is the process for measuring • Measure the length of an object by
length? selecting and using appropriate tools such
• Some attributes of objects are measurable and • What tools are most appropriate as rulers, yardsticks, meter sticks, and
can be quantified using unit amounts. when measuring the length of an measuring tapes.
• The length of an object is measurable. object? • Measure the length of an object twice,
• The length of any object can be used as a • What units of measure can be used using length units of different lengths for
measurement unit for length (i.e. paperclip), but for measuring length? the two measurements; describe how the
a standardized unit such as an inch or centimeter • What are the standard units of two measurements relate to the size of the
is always the same length. length? unit chosen.
• Measurement is the process of comparing a unit • How can the length of two objects • Estimate lengths using units of inches, feet,
to the object being measured. be compared? centimeters, and meters.
• The length of two objects can be compared by • Measure to determine how much longer one
subtracting to find the differences. object is than another, expressing the length
difference by a standard length unit.

Relate Addition and Subtraction to Length • What are some strategies to solve • Use addition and subtraction within 100 to
word problems using measurement solve word problems involving lengths that
• Measurement in the same unit like inches can be units of length? are given the same units by using drawings,
added or subtracted in the same way as adding • How can number line diagrams be such as drawings of rulers and equations
and subtracting whole numbers. helpful in adding and subtracting with a symbol for the unknown number to
• The measurement unit needs to be written with numbers? represent the problem.
the sum or difference. • Represent whole numbers as lengths from 0
• The set of real numbers is infinite and ordered. on a number line diagram with equally
Each number can be associated with a unique spaced points corresponding to the numbers
point on a number line. 0, 1, 2 …, and represent whole number
• The space between any two consecutive whole sums and differences within 100 on a
numbers on a number line is equal. number line diagram.
• Number lines can be used to show addition and
subtraction problems.
6
Return to Main Menu
 Bedford Public Schools Grade 2 Math
Enduring Understandings Essential Questions Knowledge and Skills
In order to meet the standards, the students will need In order to understand, students will Learning this material will require students to .
to understand that . . . need to consider questions such as . . . ..
Work With Time and Money • What are analog and digital clocks? • Tell and write time from analog and digital
• Time can be recorded on analog and digital • What are good strategies for telling clocks to the nearest five-minutes, using
clocks. time to the nearest five-minute AM and PM.
• Time can be given to the nearest five minutes. interval? • Know the relationships of time, including
• Time can be expressed using different units that • What is the difference between AM seconds in a minute, minutes in an hour,
are related to each other. and PM? hours in a day, days in a week, a month and
• AM and PM designate different time periods. • What are the relationships of time? a year; and weeks in a month and year.
• Specific coins or bills each have a unique value. • How can money be used in word • Solve word problems involving dollar bills,
The size of a coin does not indicate its value. problems? quarters, dimes, nickels, and pennies using
• Money amounts can usually be counted in • What strategies can be used to count the appropriate symbols for dollars and
different ways. money? cents.
• When counting money, it is usually easier to
start with the coin or bill with the greater value.
• The same amount of money can be represented
using different combinations of coins and bills.
• The process for adding and subtracting money,
written using cent notation is the same as adding
whole numbers.

Represent and Interpret Data • How can line plots be used to show • Generate measurement data by measuring
• Some questions can be answered by collecting measurements when comparing the lengths of different objects to the nearest
and analyzing data. length of objects or repeated whole unit, or by making repeated
• Data can be represented visually using line plots measurements of the same object? measurements of the same object.
and graphs. • How can picture graphs and bar • Show the measurements by making a line
• A line plot can be used as a visual representation graphs be used to represent data sets plot, where the horizontal scale is marked
of the relative length of objects. and solve simple addition and off in whole-number units.
• The type of data determines the best type of
subtraction problems? • Draw a picture graph and a bar graph (with
visual representation. single-unit scale) to represent a data set
with up to four categories and solve
• Pictographs and bar graphs make it easy to
problems.
compare data.

7
Return to Main Menu
Bedford Public Schools Grade 2 Math

Geometry

Enduring Understandings Essential Questions Knowledge and Skills

In order to meet the standards, the students In order to understand, students will need Learning this material will require students to . . .
will need to understand that . . . to consider questions such as . . .

Reason With Shapes and Their Attributes • How can shapes and solids be • Recognize and draw shapes having specified
recognized and drawn using attributes, such as a given number of angles or a
• Two- and three-dimensional objects with specified attributes? given number of equal faces (sizes are
or without curved surfaces can be • How can circles and rectangles be compared directly or visually, not comparing by
described, classified, and analyzed by their divided into equal-sized parts? measuring).
attributes. • What words can be used to name • Identify triangles, quadrilaterals, pentagons,
• A shape can be identified by the number of those equal-sized parts? hexagons, and cubes.
its sides, vertices or angles. • How can equal-sized parts of a • Partition a rectangle into rows and columns of
• Cubes are three-dimensional shapes (solid region have the same area, but not same-size squares and count to find the total
whose length, width and height are all necessarily the same shape? number of them.
equal). • Partition circles and rectangles into two, three,
• Rectangles can be partitioned into equal or four equal shares and describe the shares
sized squares. using the words halves, thirds, half of, a third
• A region can be divided into equal-sized of, etc.
parts in different ways which each have • Describe the whole as two halves, three thirds,
their own name. four fourths.
• Equal-sized parts of a region have the same • Recognize that equal shares of identical wholes
area, but not necessarily the same shape. need not have the same shape.

8
Return to Main Menu