MathScore EduFighter is one of the best math games on the Internet today. You can start playing for free!
New Jersey Math Standards - 2nd Grade
MathScore aligns to the New Jersey 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.
Want unlimited math worksheets? Learn more about our online math practice software.
View the New Jersey Math Standards at other levels.
Number and Numerical Operations
4.1.2 A. Number Sense1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 2 pertain to these sets of numbers as well).
• Whole numbers through hundreds (Counting Squares )
• Ordinals
• Proper fractions (denominators of 2, 3, 4, 8, 10) (Fraction Pictures )
2. Demonstrate an understanding of whole number place value concepts. (Place Value to 1000 )
3. Understand that numbers have a variety of uses.
4. Count and perform simple computations with coins.
• Amounts up to $1.00 (using cents notation) (Counting Money )
5. Compare and order whole numbers. (Number Comparison , Order Numbers to 1000 )
4.1.2 B. Numerical Operations
1. Develop the meanings of addition and subtraction by concretely modeling and discussing a large variety of problems.
• Joining, separating, and comparing
2. Explore the meanings of multiplication and division by modeling and discussing problems. (Understanding Multiplication , Understanding Division )
3. Develop proficiency with basic addition and subtraction number facts using a variety of fact strategies (such as "counting on" and "near doubles") and then commit them to memory. (Fast Addition , Fast Addition Reverse , Fast Subtraction )
4. Construct, use, and explain procedures for performing addition and subtraction calculations with:
• Pencil-and-paper
• Mental math
• Calculator (Fast Addition , Fast Addition Reverse , Fast Subtraction , Long Addition to 1000 , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
5. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
• Addition of 2-digit numbers (Long Addition to 1000 , Basic Addition to 1000 )
• Subtraction of 2-digit numbers (Basic Subtraction to 1000 , Long Subtraction to 1000 )
6. Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.
7. Check the reasonableness of results of computations.
8. Understand and use the inverse relationship between addition and subtraction. (Inverse Equations 1 )
4.1.2 C. Estimation
1. Judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set.
2. Determine the reasonableness of an answer by estimating the result of computations (e.g., 15 + 16 is not 211).
3. Explore a variety of strategies for estimating both quantities (e.g., the number of marbles in a jar) and results of computation.
Geometry and Measurement
4.2.2 A. Geometric Properties1. Identify and describe spatial relationships among objects in space and their relative shapes and sizes.
• Inside/outside, left/right, above/below, between
• Smaller/larger/same size, wider/narrower, longer/shorter
• Congruence (i.e., same size and shape)
2. Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes.
• Vertex, edge, face, side
• 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
• 2D figures - square, rectangle, circle, triangle (Geometric Shapes )
• Relationships between three- and two-dimensional shapes (i.e., the face of a 3D shape is a 2D shape)
3. Describe, identify and create instances of line symmetry.
4. Recognize, describe, extend and create designs and patterns with geometric objects of different shapes and colors. (Patterns: Shapes )
4.2.2 B. Transforming Shapes
1. Use simple shapes to make designs, patterns, and pictures.
2. Combine and subdivide simple shapes to make other shapes.
4.2.2 C. Coordinate Geometry
1. Give and follow directions for getting from one point to another on a map or grid.
4.2.2 D. Units of Measurement
1. Directly compare and order objects according to measurable attributes.
• Attributes - length, weight, capacity, time, temperature
2. Recognize the need for a uniform unit of measure.
3. Select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems.
• Length - inch, foot, yard, centimeter, meter
• Weight - pound, gram, kilogram
• Capacity - pint, quart, liter
• Time - second, minute, hour, day, week, month, year
• Temperature - degrees Celsius, degrees Fahrenheit
4. Estimate measures.
4.2.2 E. Measuring Geometric Objects
1. Directly measure the perimeter of simple two-dimensional shapes. (Requires outside materials )
2. Directly measure the area of simple two-dimensional shapes by covering them with squares. (Requires outside materials )
Patterns and Algebra
4.3.2 A. Patterns1. Recognize, describe, extend, and create patterns.
• Using concrete materials (manipulatives), pictures, rhythms, & whole numbers (Requires outside materials )
• Descriptions using words and symbols (e.g., "add two" or "+ 2") (Function Tables , Function Tables 2 )
• Repeating patterns (Patterns: Shapes )
• Whole number patterns that grow or shrink as a result of repeatedly adding or subtracting a fixed number (e.g., skip counting forward or backward) (Patterns: Numbers )
4.3.2 B. Functions and Relationships
1. Use concrete and pictorial models of function machines to explore the basic concept of a function. (Requires outside materials )
4.3.2 C. Modeling
1. Recognize and describe changes over time (e.g., temperature, height). (Line Graphs )
2. Construct and solve simple open sentences involving addition or subtraction.
• Result unknown (e.g., 6 - 2 = __ or n = 3 + 5) (Basic Word Problems )
• Part unknown (e.g., 3 + [] = 8) (Missing Term )
4.3.2 D. Procedures
1. Understand and apply (but don't name) the following properties of addition:
• Commutative (e.g., 5 + 3 = 3 + 5) (Commutative Property 1 )
• Zero as the identity element (e.g., 7 + 0 = 7)
• Associative (e.g., 7 + 3 + 2 can be found by first adding either 7 + 3 or 3 + 2) (Addition Grouping , Associative Property 1 )
Data Analysis, Probability, and Discrete Mathematics
4.4.2 A. Data Analysis1. Collect, generate, record, and organize data in response to questions, claims, or curiosity.
• Data collected from students' everyday experiences
• Data generated from chance devices, such as spinners and dice
2. Read, interpret, construct, and analyze displays of data.
• Pictures, tally chart, pictograph, bar graph, Venn diagram (Tally and Pictographs , Bar Graphs )
• Smallest to largest, most frequent (mode)
4.4.2 B. Probability
1. Use chance devices like spinners and dice to explore concepts of probability.
• Certain, impossible
• More likely, less likely, equally likely
2. Provide probability of specific outcomes.
• Probability of getting specific outcome when coin is tossed, when die is rolled, when spinner is spun (e.g., if spinner has five equal sectors, then probability of getting a particular sector is one out of five)
• When picking a marble from a bag with three red marbles and four blue marbles, the probability of getting a red marble is three out of seven (Probability )
4.4.2 C. Discrete Mathematics-Systematic Listing and Counting
1. Sort and classify objects according to attributes.
• Venn diagrams
2. Generate all possibilities in simple counting situations (e.g., all outfits involving two shirts and three pants).
4.4.2 D. Discrete Mathematics-Vertex-Edge Graphs and Algorithms
1. Follow simple sets of directions (e.g., from one location to another, or from a recipe).
2. Color simple maps with a small number of colors.
3. Play simple two-person games (e.g., tic-tac-toe) and informally explore the idea of what the outcome should be.
4. Explore concrete models of vertex-edge graphs (e.g. vertices as "islands" and edges as "bridges").
• Paths from one vertex to another (Requires outside materials )
Learn more about our online math practice software.
|
"MathScore works."
- John Cradler, Educational Technology Expert |
