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Florida Math Standards - 2nd Grade
MathScore aligns to the Florida Math Standards for 2nd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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Number Sense, Concepts, and Operations
Benchmark MA.A.1.1.1: The student associates verbal names, written word names, and standard numerals with the whole numbers less than 1000.
1. Reads and writes numerals to 1000 or more. (Counting Squares )
2. Reads and writes number words to "twenty" or higher. (Place Value to 1000 )
3. Understands and uses ordinal numbers 1st - 100th or higher.
Benchmark MA.A.1.1.2: The student understands the relative size of whole numbers between 0 and 1000.
1. Compares and orders whole numbers to 1000 or more using concrete materials, drawings, number lines, and symbols (<, =, >). (Number Comparison , Order Numbers to 1000 , Order Numbers )
2. Compares two or more numbers, to 1000 or more, and identifies which number is more than, equal to, or less than the other number. (Number Comparison )
Benchmark MA.A.1.1.3: The student uses objects to represent whole numbers or commonly used fractions and relates these numbers to real-world situations.
1. Represents real-world applications of whole numbers, to 1000 or more, using concrete materials, drawings, and symbols.
2. Represents, compares, and explains halves, thirds, quarters, and eighths as part of a whole and part of a set, using concrete materials and drawings. (Basic Fraction Comparison , Fraction Comparison , Fraction Pictures )
3. Uses concrete materials to compare fractions in real-life situations. (Requires outside materials )
4. Knows that the total of equivalent fractional parts makes a whole (for example, eight eighths equal one whole). (Fraction Pictures )
Benchmark MA.A.1.1.4: The student understands that whole numbers can be represented in a variety of equivalent forms.
1. Represents equivalent forms of the same number through the use of concrete materials (including coins), diagrams, and number expressions.
Benchmark MA.A.2.1.1: The student understands and applies the concepts of counting (by 2s, 3s, 5s, 10s, 25s, 50s), grouping, and place value with whole numbers between 0 and 100.
1. Counts to 1000 or more by 2s, 3s, 5s, 10s, 25s, 50s and 100s using a variety of ways, such as mental mathematics, paper and pencil, hundred chart, calculator, and coins in various increments. (Skip Counting , Skip Counting 2 )
2. Demonstrates the place value groupings of numbers to 1000 or more using concrete materials, pictures, and symbols. (Place Value to 1000 )
3. Counts by tens from any given number less than 1000. (Skip Counting )
4. Counts forward or backward by one beginning with any number less than 1000.
5. Counts coins using "mixed" counting (using coin values of 50, 25, 10, 5, and 1). (Counting Money )
Benchmark MA.A.2.1.2: The student uses number patterns and the relationships among counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.
1. Counts and groups objects into hundreds, tens, and ones, and relates the groupings to the corresponding written numeral (for example, 4 groups of 100, 2 groups of ten, and 6 ones is 426). (Counting Squares )
2. Knows place value patterns using zero as a place holder (for example, trading 10 tens for 100). (Place Value to 1000 )
3. Knows the place value of a designated digit in whole numbers to 1000. (Place Value to 1000 )
Benchmark MA.A.3.1.1: The student understands and explains the effects of addition and subtraction on whole numbers, including the inverse (opposite) relationship of the two operations.
1. Recalls (from memory) the addition facts and corresponding subtraction facts. (Fast Addition , Fast Addition Reverse , Fast Subtraction )
2. Knows the related facts that represent the inverse relationships between addition and subtraction. (Inverse Equations 1 )
3. Predicts the relative size of solutions in addition and subtraction (for example, adding two whole numbers results in a number that is larger than either of the two original numbers).
4. Adds and subtracts two-digit numbers with or without regrouping using models, concrete materials, and algorithms. (Long Addition to 1000 , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
5. Demonstrates knowledge of multiplication (for the repeated addition and array models) using manipulatives, drawings, and story problems. (Understanding Multiplication )
6. Demonstrates knowledge of division (for the repeated subtraction and partitive models) using manipulatives, drawings, and story problems. (Understanding Division )
Benchmark MA.A.3.1.2: The student selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers.
1. Solves problems involving addition and subtraction using a variety of strategies (such as drawings, role playing, and working backward) and explains the solution strategy. (Missing Term )
2. Writes and solves number problems with one operation involving addition or subtraction. (Basic Word Problems )
3. Writes number sentences associated with addition and subtraction situations. (Basic Word Problems )
4. Creates and acts out (using objects) number stories representing multiplication and division situations. (Requires outside materials )
Benchmark MA.A.3.1.3: The student adds and subtracts whole numbers to solve real-world problems, using appropriate methods of computing, such as objects, mental mathematics, paper and pencil, calculator.
1. Knows appropriate methods (for example, concrete materials, mental mathematics, paper and pencil, calculator) to solve real-world problems involving addition and subtraction. (Basic Word Problems )
2. Chooses and explains the computing method that is more appropriate (that is faster, more accurate, easier) for varied real-world tasks (for example, recall of basic facts is faster than using a calculator whereas recording data from survey results may be easier with a calculator).
Benchmark MA.A.4.1.1: The student provides and justifies estimates for real-world quantities.
1. Makes predictions of quantities of objects (to 50 or more) and explains the reasoning supporting that prediction (for example, the number of pieces of candy in a large jar may be estimated by finding the number of pieces in a small jar and estimating how many small jars would fill the larger one).
2. Estimates reasonable solutions for addition and subtraction problems (sums to 100) and explains the procedure used (for example, the sum of 34 and 57 is more than 80 since 30 + 50 is 80).
3. Knows reasonable and unreasonable estimates.
Benchmark MA.A.5.1.1: The student classifies and models numbers as even or odd.
1. Demonstrates and explains the difference between odd and even numbers using concrete objects or drawings. (Requires outside materials )
2. Identifies and explains odd and even numbers. (Odd or Even )
Measurement
Benchmark MA.B.1.1.1: The student uses and describes basic measurement concepts including length, weight, digital and analog time, temperature, and capacity.
1. Knows how to communicate measurement concepts.
2. Demonstrates an understanding of customary and metric measurement of length and distance, selecting appropriate units of measurement (for example, inches, feet, yards, centimeters, meters).
3. Demonstrates an understanding of customary and metric measurement of weight by selecting appropriate units of measurement (for example, ounces, pounds, grams, kilograms).
4. Demonstrates an understanding of time using digital and analog clocks (for example, quarter-hour, five-minute intervals). (Telling Time )
5. Demonstrates an understanding of temperatures by using Fahrenheit and Celsius thermometers.
6. Demonstrates an understanding of capacity by using appropriate units of measurement (for example, ounces, cups, pints, quarts, gallons, liters, milliliters).
Benchmark MA.B.1.1.2: The student uses standard customary and metric (centimeter, inch) and nonstandard units, such as links or blocks, in measuring real quantities.
1. Measures length, weight, and capacity of objects using standard and nonstandard units.
Benchmark MA.B.2.1.1: The student uses direct (measured) and indirect (not measured) comparisons to order objects according to some measurable characteristics (length, weight).
1. Uses nonstandard methods to compare and order objects according to their lengths, weights, or capacities.
2. Uses nonstandard, indirect methods to compare and order objects according to their lengths.
3. Uses customary and metric units to measure, compare, and order objects according to their lengths, weights, or capacities.
Benchmark MA.B.2.1.2: The student understands the need for a uniform unit of measure to communicate in real-world situations.
1. Knows that a standard unit of measure is used in real-world situations to describe the measure of an object (for example, length, weight, time, capacity).
Benchmark MA.B.3.1.1: The student using a variety of strategies, estimates length, widths, time intervals, and money and compares them to actual measurements.
1. Estimates, measures, and compares distances.
2. Estimates, measures, and compares the passage of time using minutes, half-hours, and hours. (Time Intervals , Telling Time )
3. Knows and compares amounts of money in coins, to one dollar or more. (Counting Money )
Benchmark MA.B.4.1.1: The student selects and uses an object to serve as a unit of measure, such as a paper clip, eraser, or marble.
1. Selects and uses an appropriate nonstandard unit to measure length, distance, weight, time, and capacity.
Benchmark MA.B.4.1.2: The student selects and uses appropriate instruments, such as scales, rulers, clocks, and technology to measure within customary or metric systems.
1. Knows appropriate standard tools for measuring linear dimensions, weight, capacity, and temperature.
2. Knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months, and years).
Geometry and Spatial Sense
Benchmark MA.C.1.1.1: The student understands and describes the characteristics of basic two- and three-dimensional shapes.
1. Describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).
2. Describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).
3. Sorts two- and three-dimensional figures according to their attributes. (Geometric Shapes )
4. Knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.
Benchmark MA.C.2.1.1: The student understands basic concepts of spatial relationships, symmetry, and reflections.
1. Describes symmetry in two-dimensional shapes.
2. Determines lines of symmetry of two-dimensional shapes by using concrete materials. (Requires outside materials )
3. Knows congruent shapes.
4. Identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
5. Predicts the reflection of a given two-dimensional shape.
Benchmark MA.C.2.1.2: The student uses objects to perform geometric transformations, including flips, slides, and turns.
1. Identifies and demonstrates slides, flips, and turns of simple figures using concrete materials. (Requires outside materials )
Benchmark MA.C.3.1.1: The student uses real-life experiences and physical materials to describe, classify, compare, and sort geometric figures, including squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, pyramids, cylinders, and prisms, according to the number of faces, edges, bases, and corners.
1. Compares and contrasts two- and three-dimensional real-life objects (for example, circle and sphere, square and cube, triangle and pyramid, rectangle and rectangular solid).
2. Knows how two shapes or two solids are alike and different.
3. Describes and classifies two-dimensional shapes and three-dimensional geometric objects according to the number of bases, faces, edges, and vertices.
Benchmark MA.C.3.1.2: The student plots and identifies positive whole numbers on a number line.
1. Locates and explains known and unknown numbers to 1000 or more on a number line.
2. Locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).
Algebraic Thinking
Benchmark MA.D.1.1.1: The student describes a wide variety of classification schemes and patterns related to physical characteristics and sensory attributes, such as rhythm, sound, shapes, colors, numbers, similar objects, similar events.
1. Recognizes that patterning results from repeating an operation, using a transformation, or making some other change to an attribute. (Patterns: Numbers , Patterns: Shapes )
2. Describes a given pattern and explains the pattern rule. (Function Tables , Function Tables 2 )
3. Identifies number patterns on a hundred chart.
Benchmark MA.D.1.1.2: The student recognizes, extends, generalizes, and creates a wide variety of patterns and relationships using symbols and objects.
1. Predicts, extends, and creates patterns that are concrete, pictorial or numerical. (Patterns: Numbers , Patterns: Shapes )
2. Combines two attributes in creating a pattern (for example, size and color).
3. Transfers patterns from one medium to another (for example, pictorial to symbolic).
4. Uses a calculator to explore and solve number patterns.
5. Identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
6. Identifies and generates patterns in a list of related number pairs based on real-life situations (for example, T-chart with number of tricycles to number of wheels). (Function Tables , Function Tables 2 )
7. Explains generalizations of patterns and relationships. (Line Graphs )
Benchmark MA.D.2.1.1: The student understands that geometric symbols (Ο, Δ) can be used to represent unknown quantities in expressions, equations, and inequalities.
1. Solves a variety of number sentences where the missing number is represented by a geometric shape (for example, 10-Δ=6). (Missing Term )
2. Solves a variety of number sentences with equalities and inequalities (using the symbols >, =, <). (Number Comparison , Order Numbers to 1000 )
Benchmark MA.D.2.1.2: The student uses informal methods to solve real-world problems requiring simple equations that contain one variable.
1. Uses concrete objects, paper and pencil, or mental mathematics to solve real-world equations with one unknown (such as, There are 28 students in the room, and 16 brought their lunches. How many are buying lunch?). (Basic Word Problems , Mean, Median, Mode )
Data Analysis and Probability
Benchmark MA.E.1.1.1: The student displays solutions to problems by generating, collecting, organizing, and analyzing data using simple graphs and charts.
1. Poses questions and collects data to answer questions with two, three, or more categories or choices (for example, favorite ice cream, left handed/right handed).
2. Records data using pictures, concrete materials, or tally marks.
3. Organizes survey information into a simple pictograph, concrete graph, or chart.
4. Uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph, or chart. (Tally and Pictographs )
Benchmark MA.E.1.1.2: The student displays data in a simple model to use the concepts of range, median, and mode.
1. Uses concrete materials, pictures, or graphs to display data and identify range, mode, and median.
Benchmark MA.E.1.1.3: The student analyzes real-world data by surveying a sample space and predicting the generalization onto a larger population through the use of appropriate technology, including calculators and computers.
1. Predicts the outcome for a larger population by analyzing data from a smaller group.
2. Uses a calculator to compare data.
3. Constructs a graph using computer software.
Benchmark MA.E.2.1.1: The student understands basic concepts of chance and probability.
1. Knows the likelihood of a given situation (for example, coin toss, spinners, baseball game).
2. Knows if an event is certain, probable, or impossible.
3. Records results of activities involving chance and makes predictions based upon data (for example, coin flips, number cube rolls, bean toss on area divided into unequal portions).
Benchmark MA.E.2.1.2: The student predicts which simple event is more likely, equally likely, or less likely to occur.
1. Knows if a given event is equally likely, most likely, or least likely to occur (for example, spinners, coin toss, election results).
Benchmark MA.E. 3.1.1: The student designs a simple experiment to answer a class question, collects appropriate information, and interprets the results using graphical displays of information, such as line graphs, pictographs, and charts.
1. Constructs appropriate questions for a class survey.
2. Collects data for two or more categories and creates a line graph, pictograph, or chart to display results.
3. Analyzes and explains orally or in writing the results from a survey.
Benchmark MA.E.3.1.2: The student decides what information is appropriate and how data can be collected, displayed, and interpreted to answer relevant questions.
1. Determines questions for a survey with two, three, or more categories so that the collected information will be relevant to the questions.
2. Knows appropriate methods to display and interpret information.
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