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New York Math Standards - 2nd Grade
MathScore aligns to the New York 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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View the New York Math Standards at other levels.
Problem Solving
2.PS.1 Explore, examine, and make observations about a social problem or mathematical situation2.PS.2 Interpret information correctly, identify the problem, and generate possible solutions
2.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
2.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting).
2.PS.5 Use informal counting strategies to find solutions
2.PS.6 Experience teacher-directed questioning process to understand problems
2.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
2.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems
2.PS.9 Use drawings/pictures to model the action in problems
2.PS.10 Explain to others how a problem was solved, giving strategies and justifications
Reasoning and Proof
2.RP.1 Understand that mathematical statements can be true or false2.RP.2 Recognize that mathematical ideas need to be supported by evidence
2.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool
2.RP.4 Explore guesses, using a variety of objects and manipulatives
2.RP.5 Justify general claims, using manipulatives
2.RP.6 Develop and explain an argument verbally or with objects
2.RP.7 Listen to and discuss claims other students make
2.RP.8 Use trial and error strategies to verify claims
Communication
2.CM.1 Understand how to organize their thought processes2.CM.2 Verbally support their reasoning and answer
2.CM.3 Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations
2.CM.4 Listen to solutions shared by other students
2.CM.5 Formulate mathematically relevant questions
2.CM.6 Use appropriate mathematical terms, vocabulary, and language
Connections
2.CN.1 Recognize the connections of patterns in their everyday experiences to mathematical ideas (Patterns: Shapes )2.CN.2 Understand and use the connections between numbers and the quantities they represent to solve problems (Basic Word Problems )
2.CN.3 Compare the similarities and differences of mathematical ideas
2.CN.4 Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas
2.CN.5 Understand meanings of operations and how they relate to one another (Missing Term , Inverse Equations 1 )
2.CN.6 Understand how mathematical models represent quantitative relationships
2.CN.7 Recognize the presence of mathematics in their daily lives (Counting Money )
2.CN.8 Recognize and apply mathematics to solve problems (Basic Word Problems )
2.CN.9 Recognize and apply mathematics to objects, pictures and symbols (Counting Money )
Representation
2.R.1 Use multiple representations, including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations2.R.2 Share mental images of mathematical ideas and understandings
2.R.3 Use standard and nonstandard representations
2.R.4 Connect mathematical representations with problem solving
2.R.5 Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
2.R.6 Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
2.R.7 Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem or show number value using fingers on your hand)
Number Sense and Operations
2.N.1 Skip count to 100 by 2's, 5's, 10's (Skip Counting )2.N.2 Count back from 100 by 1's, 5's, 10's using a number chart
2.N.3 Skip count by 3's to 36 for multiplication readiness (Skip Counting )
2.N.4 Skip count by 4's to 48 for multiplication readiness (Skip Counting )
2.N.5 Compare and order numbers to 100 (Order Numbers to 1000 )
2.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand (Counting Squares )
2.N.7 Use a variety of strategies to compose and decompose two-digit numbers
2.N.8 Understand and use the commutative property of addition (Commutative Property 1 )
2.N.9 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)
2.N.10 Use and understand verbal ordinal terms
2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations
2.N.12 Use zero as the identity element for addition
2.N.13 Recognize the meaning of zero in the place value system (0-100) (Counting Squares )
2.N.14 Use concrete materials to justify a number as odd or even (Requires outside materials )
2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) (Inverse Equations 1 )
2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping (Addition Grouping )
2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 (Fast Addition , Fast Addition Reverse , Fast Subtraction , Missing Term )
2.N.18 Use doubling to add 2-digit numbers
2.N.19 Use compensation to add 2-digit numbers
2.N.20 Develop readiness for multiplication by using repeated addition (Understanding Multiplication )
2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (Understanding Division )
2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection
Algebra
2.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers up to 100 (Order Numbers to 1000 )2.A.2 Describe and extend increasing or decreasing (+,-) sequences and patterns (numbers or objects up to 100) (Patterns: Numbers , Patterns: Shapes )
Geometry
2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes2.G.2 Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular) (Geometric Shapes )
2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes
2.G.4 Group objects by like properties
2.G.5 Explore and predict the outcome of slides, flips, and turns of two dimensional shapes
2.G.6 Explore line symmetry
Measurement
2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)
2.M.3 Compare and order objects according to the attribute of length
2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?)
2.M.5 Compare and order objects, using lighter than and heavier than
2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) (Counting Money )
2.M.7 Recognize the whole dollar notation as $1, etc. (Counting Money )
2.M.8 Identify equivalent combinations to make one dollar
2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks (Telling Time )
2.M.10 Select and use standard (customary) and non-standard units to estimate measurements
Statistics and Probability
2.S.1 Formulate questions about themselves and their surroundings2.S.2 Collect and record data (using tallies) related to the question
2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object
2.S.4 Compare and interpret data in terms of describing quantity (similarity or differences) (Tally and Pictographs )
2.S.5 Discuss conclusions and make predictions from graphs
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