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Oregon Math Standards - 2nd Grade
MathScore aligns to the Oregon 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 Oregon Math Standards at other levels.
Number and Operations
2.1 Number and Operations: Develop an understanding of the base-ten numeration system and place-value concepts.2.1.1 Write, compare, and order whole numbers to 1000. (Number Comparison , Order Numbers to 1000 )
2.1.2 Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred. (Skip Counting )
2.1.3 Compose and decompose whole numbers less than one thousand by place value (e.g., 426 as 4 hundreds + 2 tens + 6 ones and 400 + 20 + 6). (Place Value to 1000 )
2.1.4 Use place value and properties of operations to find and use equivalent representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones). (Counting Squares , Place Value to 1000 )
Number and Operations and Algebra
2.2 Number and Operations and Algebra: Develop fluency with addition facts and related subtraction facts, and with multi-digit addition and subtraction.2.2.1 Apply, with fluency, sums to 20 and related subtraction facts. (Fast Addition , Fast Addition Reverse , Fast Subtraction , Missing Term , Basic Word Problems , Mixed Addition and Subtraction )
2.2.2 Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction. (Basic Word Problems )
2.2.3 Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties. (Addition Grouping , Long Addition to 1000 , Long Addition , Long Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
2.2.4 Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. (Rounding Numbers , Estimated Addition , Estimated Subtraction )
2.2.5 Determine the value of mixed collections of coins to $1.00. (Counting Money )
Measurement
2.3 Measurement: Develop an understanding of linear measurement and facility in measuring.2.3.1 Determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps.
2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C).
2.3.3 Demonstrate an understanding that using different measurement units will result in different numerical measurements for the same object.
2.3.4 Explain the need for equal length units and the use of standard units of measure.
2.3.5 Use rulers and other measurement tools to estimate and measure length in common units (e.g., centimeter and inch).
2.3.6 Use the measurement process: choose an appropriate measurement unit, compare that unit to the object, and report the number of units.
2.3.7 Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and months in a year). (Time Intervals )
2.3.8 Tell time in increments of five minutes using analog and digital clocks. (Telling Time )
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