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Vermont Math Standards - 2nd Grade
MathScore aligns to the Vermont 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 Vermont Math Standards at other levels.
Arithmetic, Number and Operation Concepts
M2: 1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. M(N&O)-2-1 (Counting Squares , Place Value to 1000 , Fraction Pictures )M2: 2 Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more," "1 less," "10 more," "10 less," "100 more," or "100 less"; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. M(N&O)-2-2 (Skip Counting , Number Comparison , Order Numbers to 1000 )
M2: 3 Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part-whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. M(N&O)-2-3 (Basic Word Problems , Addition Grouping )
M2: 4 No M2: 4 at this grade level
M2: 5 Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). M(N&O)-2-5 (Making Change 2 , Counting Money )
M2: 6 Mentally adds and subtracts whole-numbers facts through twenty with accuracy. (Fast Addition , Fast Addition Reverse , Fast Subtraction , Mixed Addition and Subtraction )
M2: 7 Estimates and evaluates the reasonableness of solutions appropriate to grade level.
M2: 8 Applies properties of numbers (odd, even) and operations (commutative, associative, identity) to solve problems and to simplify computations involving whole numbers. (Odd or Even , Odd or Even Theory , Associative Property 1 , Commutative Property 1 )
Geometry and Measurement Concepts
M2: 9 Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more nonmeasurable or measurable attributes. M(G&M)-2-1 (Geometric Shapes , Quadrilateral Types , Polygon Names )
M2: 10 No M2: 10 at this grade level
M2: 11 Identifies three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres) and their attributes and recognizes them in their environment.
M2: 12 No M2: 12 at this grade level
M2: 13 No M2: 13 at this grade level
M2: 14 Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons. M(G&M)-2-6
M2: 15 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. M(G&M)-2-7 (Time Intervals , Telling Time , Distance Conversion )
M2: 16 Determines elapsed and accrued time as it relates to the patterns of days of the week, months, hours, and tells time to five minutes. (Telling Time )
M2: 17 No M2: 17 at this grade level
M2: 18 Solves problems using a two-dimensional coordinate system (x and y axes-quadrant I) to locate and describe positions on a map.
Functions and Algebra Concepts
M2: 19 : Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6, ___, 10). M(F&A)-2-1 (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )
M2: 20 Demonstrates a conceptual understanding of linear relationships (y = kx) as a constant rate of change qualitatively (growth-student growing taller) and quantitatively (measurable growth-2 inches each year) change.
M2: 21 No M2: 21 at this grade level
M2: 22 Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 2 + [] = 7 ). (limited to one operation and limited to use addition or subtraction). M(F&A)-2-4 (Missing Term )
Data, Statistics, and Probability Concepts
M2: 23 Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions. (IMPORTANT: Analyzes data consistent with concepts and skills in M2: 24.) M(DSP)-2-1 (Tally and Pictographs )
M2: 24 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using "more," "less," or "equal." M(DSP)-2-2
M2: 25 Organizes and displays data using diagrams, models, tally charts, or tables to answer questions related to the data, to analyze the data to formulate conclusions. (IMPORTANT: Analyzes data consistent with concepts and skills in M2: 24.)
M2: 26 Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., "How many ways can you make 50 cents using nickels, dimes, and quarters?") M(DSP)-2-4
M2: 27 For a probability event in which the sample space may or may not contain equally likely outcomes, uses experimental probability to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," "certain," or "impossible."
M2: 28 In response to a teacher - or student-generated question or hypothesis, collects appropriate data, organizes the data, displays/represents the data, and makes observations about the data to draw conclusions about the question or hypothesis being tested. (IMPORTANT: Analyzes data consistent with concepts and skills in M2: 24.) (Requires outside materials )
M2: 29 No M2: 29 at this grade level
Mathematical Problem Solving and Reasoning
M2: 30 Demonstrate understanding of mathematical problem solving and communication through:
• Approach & Reasoning-The reasoning, strategies, and skills used to solve the problem;
• Connections-Demonstration of observations, applications, extensions, and generalizations;
• Solution-All of the work that was done to solve the problem, including the answer;
• Mathematical Language-The use of mathematical language in communicating the solution;
• Mathematical Representation-The use of mathematical representation to communicate the solution; and
• Documentation-Presentation of the solution. (Basic Word Problems , Making Change 2 )
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