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Massachusetts Math Standards - Grades 1-2
MathScore aligns to the Massachusetts Math Standards for Grades 1-2. 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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View the Massachusetts Math Standards at other levels.
Number Sense and Operations
2.N.1 Name and write (in numerals) whole numbers to 1000, iden-tify the place values of the digits, and order the numbers. (Counting Squares , Place Value to 1000 , Order Numbers to 1000 )2.N.2 Identify and distinguish among multiple uses of numbers, including cardinal (to tell how many) and ordinal (to tell which one in an ordered list), and numbers as labels and as measurements.
2.N.3 Identify and represent common fractions (1/2, 1/3, 1/4) as parts of wholes, parts of groups, and numbers on the number line.
2.N.4 Compare whole numbers using terms and symbols, e.g., less than, equal to, greater than (<, =, >). (Number Comparison )
2.N.5 Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements. (Odd or Even )
2.N.6 Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35. (Making Change 2 , Counting Money )
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction, e.g., addition as combination (plus, combined with, more); subtraction as comparison (how much less, how much more), equalizing (how many more are needed to make these equal), and separation (how much remaining). (Basic Word Problems )
2.N.8 Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions. (Inverse Equations 1 )
2.N.9 Know addition facts (addends to ten) and related subtraction facts, and use them to solve problems. (Fast Addition , Fast Addition Reverse , Fast Subtraction , Basic Word Problems , Mixed Addition and Subtraction )
2.N.10 Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently. (Long Addition to 1000 , Long Subtraction to 1000 )
2.N.11 Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).
2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations. (Estimated Addition , Estimated Subtraction )
Patterns, Relations, and Algebra
2.P.1 Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns. (Patterns: Shapes )2.P.2 Identify different patterns on the hundreds chart.
2.P.3 Describe and create addition and subtraction number patterns, e.g., 1, 4, 7, 10…; or 25, 23, 21….
2.P.4 Skip count by twos, fives, and tens up to at least 50, starting at any number. (Skip Counting )
2.P.5 Construct and solve open sentences that have variables, e.g., [] + 7 = 10. (Missing Term )
2.P.6 Write number sentences using +, -, <, = , and/or > to rep-resent mathematical relationships in everyday situations.
2.P.7 Describe functions related to trading, including coin trades and measurement trades, e.g., five pennies make one nickel or four cups make one quart.
Geometry
2.G.1 Describe attributes and parts of two- and three-dimensional shapes, e.g., length of sides, and number of corners, edges, faces, and sides.2.G.2 Identify, describe, draw, and compare two-dimensional shapes, including both polygonal (up to six sides) and curved figures such as circles. (Geometric Shapes , Polygon Names )
2.G.3 Recognize congruent shapes.
2.G.4 Identify shapes that have been rotated (turned), reflected (flipped), translated (slid), and enlarged. Describe direction of translations, e.g., left, right, up, down.
2.G.5 Identify symmetry in two-dimensional shapes.
2.G.6 Predict the results of putting shapes together and taking them apart.
2.G.7 Relate geometric ideas to numbers, e.g., seeing rows in an array as a model of repeated addition. (Understanding Multiplication )
Measurement
2.M.1 Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar.2.M.2 Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m. (Telling Time )
2.M.3 Compare the length, weight, area, and volume of two or more objects by using direct comparison.
2.M.4 Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.
2.M.5 Select and correctly use the appropriate measurement tools, e.g., ruler, balance scale, thermometer.
2.M.6 Make and use estimates of measurement, including time, volume, weight, and area.
Data Analysis, Statistics, and Probability
2.D.1 Use interviews, surveys, and observations to gather data about themselves and their surroundings.2.D.2 Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams; interpret the representations. (Tally and Pictographs , Bar Graphs )
2.D.3 Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data. (Line Graphs )
2.D.4 Decide which outcomes of experiments are most likely.
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