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Ohio Math Standards - 2nd Grade
MathScore aligns to the Ohio 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 Ohio Math Standards at other levels.
Number and Number Systems
* Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: (Place Value to 1000 , Order Numbers to 1000 )- Recognize 10 can mean "10 ones" or a single entity (1 ten) through physical models and trading games. (Requires outside materials )
- Read and write 3-digit numerals (e.g., 243 as two hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. (Counting Squares , Place Value to 1000 )
* Recognize and classify numbers as even or odd. (Odd or Even )
* Represent fractions (halves, thirds, fourths, sixths and eighths), using words, numerals and physical models. For example:
- Recognize that a fractional part can mean different amounts depending on the original quantity. (Fraction Pictures )
- Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts.
- Identify and illustrate parts of a whole and parts of sets of objects. (Fraction Pictures )
- Compare and order physical models of halves, thirds and fourths in relation to 0 and 1. (Basic Fraction Comparison , Fraction Comparison )
* Count money and make change using coins and a dollar bill. (Making Change 2 , Counting Money )
Meaning of Operations
* Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as "I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?" can be represented as 6 + ? = 10 or 10 - 6 = ?. (Basic Word Problems , Algebraic Word Problems )* Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting. (Beginner Multiplication , Understanding Multiplication )
* Distribute equally a set of objects into 2 or more smaller sets. (Understanding Division )
* Model, represent and explain division as sharing equally and repeated subtraction. (Understanding Division )
* Model and use the commutative property for addition. (Commutative Property 1 )
Computation and Estimation
* Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 - 9 = 9. (Fast Addition , Fast Addition Reverse , Fast Subtraction )* Add and subtract multiples of 10. (Mental Addition and Subtraction to 100 , Mental Addition and Subtraction )
* Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as: (Long Addition to 1000 , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
- compatible numbers;
- compensatory numbers;
- informal use of commutative and associative properties of addition. (Associative Property 1 , Commutative Property 1 )
* Estimate the results of whole number addition and subtraction problems using front-end estimation, and judge the reasonableness of the answers.
Measurement Units
* Identify and select appropriate units of measure for:- length - centimeters, meters, inches, feet or yards;
- volume (capacity) - liters, cups, pints or quarts;
- weight - grams, ounces or pounds;
- time - hours, half-hours, quarter-hours or minutes and time designations, a.m. or p.m.
* Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram.
* Tell time to the nearest minute interval on digital and to the nearest 5 minute interval on analog (dial) timepieces. (Telling Time )
* Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot?
Use Measurement Techniques and Tools
* Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit.* Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy.
* Make and test predictions about measurements, using different units to measure the same length or volume.
Characteristics and Properties
* Identify, describe, compare and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges or vertices.* Predict what new shapes will be formed by combining or cutting apart existing shapes.
* Recognize two-dimensional shapes and three-dimensional objects from different positions. (Geometric Shapes , Polygon Names )
Spatial Relationships
* Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape different size) by copying or using superposition (lay one thing on top of another). (Congruent And Similar Triangles )Transformations and Symmetry
* Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?Use Patterns, Relations and Functions
* Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns. (Patterns: Numbers , Patterns: Shapes )* Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. (Patterns: Numbers , Patterns: Shapes )
* Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns.
Use Algebraic Representations
* Use objects, pictures, numbers and other symbols to represent a problem situation. (Basic Word Problems )Analyze Change
* Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year. (Line Graphs )Statistical Methods
* Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents.* Write a few sentences to describe and compare categories of data represented in a chart or graph, and make statements about the data as a whole.
* Identify untrue or inappropriate statements about a given set of data.
Data Collection
* Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs.* Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs. (Tally and Pictographs , Bar Graphs , Line Graphs )
* Read and construct simple timelines to sequence events.
Probability
* List some of the possible outcomes of a simple experiment, and predict whether given outcomes are more, less or equally likely to occur.* Use physical models and pictures to represent possible arrangements of 2 or 3 objects. (Requires outside materials )
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