Virginia flagVirginia: Grade 2 Math Standards

77 standards · 6 domains

COMPUTATION AND ESTIMATION

  • 2.CE.1.a Apply strategies (e.g., rounding to the nearest 10, compatible numbers, other number relationships) to estimate a solution for single-step addition or subtraction problems, including those in context, where addends and minuends do not exceed 100.
  • 2.CE.1.b Apply strategies (e.g., the use of concrete and pictorial models, place value, properties of addition, the relationship between addition and subtraction) to determine the sum or difference of two whole numbers where addends or minuends do not exceed 100.
  • 2.CE.1.c Represent, solve, and justify solutions to single-step and multistep contextual problems (e.g., join, separate, part-part-whole, comparison) involving addition or subtraction of whole numbers where addends or minuends do not exceed 100.
  • 2.CE.1.d Demonstrate fluency with addition and subtraction within 20 by applying reasoning strategies (e.g., doubles, near doubles, make-a-ten, compensations, inverse relationships).
  • 2.CE.1.e Recall with automaticity addition and subtraction facts within 20.
  • 2.CE.1.f Use patterns, models, and strategies to make generalizations about the algebraic properties for fluency (e.g., 4 + 3 is equal to 3 + 4; 0 + 8 = 8).
  • 2.CE.1.g Determine the missing number in an equation (number sentence) through modeling and justification with addition and subtraction within 20 (e.g., 3 + __ = 5 or __ + 2 = 5; 5 – __ = 3 or 5 – 2 = __).
  • 2.CE.1.h Use inverse relationships to write all related facts connected to a given addition or subtraction fact model within 20 (e.g., given a model for 3 + 4 = 7, write 4 + 3 = 7, 7 – 4 = 3, and 7 – 3 = 4).
  • 2.CE.1.i Describe the not equal symbol (≠) as representing a relationship where expressions on either side of the not equal symbol represent different values and justify reasoning.
  • 2.CE.1.j Represent and justify the relationship between values and expressions as equal or not equal using appropriate models and/or symbols (e.g., 9 + 24 = 10 + 23; 45 – 9 = 46 – 10; 15 + 16 ≠ 31 + 15).

DATA BIAS

  • 2.DS.3.a Formulate relevant/clarifying questions to identify potential data biases presented in existing analyses/visualizations.
  • 2.DS.3.b Effectively read data summaries and visualizations and explain/translate into nontechnical terms in proper context.
  • 2.DS.3.c Identify potential data biases in terms of data presented and discuss the potential effects of such biases in terms of how they could affect data analysis and decision making.
  • 2.DS.3.d Identify privacy and consumer protection issues that might be a result of how data is presented.
  • 2.DS.3.e Describe the types of data that business, industry, and government entities collect and possible ways the data is used.
  • 2.DS.4.a Identify data biases in the data collection process that include, but are not limited to, confirmation, selection, outliers, overfitting / under fitting, and confounding and describe mitigation strategies for these biases.
  • 2.DS.4.b Provide examples of sampling biases in terms of data collection and the potential effects.
  • 2.DS.4.c Identify and describe data biases as a producer as well as a consumer/decision maker of data.
  • 2.DS.4.d Describe how the data collection process should be focused, relevant, and limited to the scope of the data project plan.
  • 2.DS.4.e Describe privacy considerations in the collection of data as both a consumer and producer.

MEASUREMENT AND GEOMETRY

  • 2.MG.1.a.i identifying a ruler as an instrument to measure length;
  • 2.MG.1.a.ii identifying different types of scales as instruments to measure weight; and
  • 2.MG.1.a.iii identifying different types of measuring cups as instruments to measure liquid volume.
  • 2.MG.1.b.i the length of an object to the nearest inch, using a ruler;
  • 2.MG.1.b.ii the weight of an object to the nearest pound, using a scale; and
  • 2.MG.1.b.iii the liquid volume of a container to the nearest cup, using a measuring cup.
  • 2.MG.2.a Identify the number of minutes in an hour (60 minutes) and the number of hours in a day (24 hours).
  • 2.MG.2.b Determine the unit of time (minutes, hours, days, or weeks) that is most appropriate when measuring a given activity or context and explain reasoning (e.g., Would you measure the time it takes to brush your teeth in minutes or hours?).
  • 2.MG.2.c Show, tell, and write time to the nearest five minutes, using analog and digital clocks.
  • 2.MG.2.d Match a written time (e.g., 1:35, 6:20, 9:05) to the time shown on an analog clock to the nearest five minutes.
  • 2.MG.3.a Explore a figure using a variety of tools (e.g., paper folding, geoboards, drawings) to show and justify a line of symmetry, if one exists.
  • 2.MG.3.b Create figures with at least one line of symmetry using various concrete and pictorial representations.
  • 2.MG.3.c Describe the two resulting figures formed by a line of symmetry as being congruent (having the same shape and size).
  • 2.MG.4.a Trace faces of solid figures (cubes and rectangular prisms) to create the set of plane figures related to the solid figure.
  • 2.MG.4.b Compare and contrast models and nets (cutouts) of cubes and rectangular prisms (e.g., number and shapes of faces, edges, vertices).
  • 2.MG.4.c Given a concrete or pictorial model, name and describe the solid figure (sphere, cube, and rectangular prism) by its characteristics (e.g., number of edges, number of vertices, shapes of faces).
  • 2.MG.4.d Compare and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms) according to their characteristics (e.g., number and shapes of their faces, edges, vertices).

NUMBER AND NUMBER SENSE

  • 2.NS.1.a Represent forward counting patterns when counting by groups of 2 up to at least 50, starting at various multiples of 2 and using a variety of tools (e.g., objects, number lines, hundreds charts).
  • 2.NS.1.b Represent forward counting patterns created when counting by groups of 5s, 10s, and 25s starting at various multiples up to at least 200 using a variety of tools (e.g., objects, number lines, hundreds charts).
  • 2.NS.1.c Describe and use patterns in skip counting by multiples of 2 (to at least 50), and multiples of 5, 10, and 25 (to at least 200) to justify the next number in the counting sequence.
  • 2.NS.1.d Represent forward counting patterns when counting by groups of 100 up to at least 1,000 starting at 0 using a variety of tools (e.g., objects, number lines, calculators, one thousand charts).
  • 2.NS.1.e Represent backward counting patterns when counting by groups of 10 from 200 or less using a variety of tools including objects, number lines, calculators, and hundreds charts.
  • 2.NS.1.f Describe and use patterns in skip counting backwards by 10s (from at least 200) to justify the next number in the counting sequence.
  • 2.NS.1.g Choose a reasonable estimate up to 1,000 when given a contextual problem (e.g., What would be the best estimate for the number of students in our school – 5, 50, or 500?).
  • 2.NS.1.h Represent even numbers (up to 50) with concrete objects, using two equal groups or two equal addends.
  • 2.NS.1.i Represent odd numbers (up to 50) with concrete objects, using two equal groups with one leftover or two equal addends plus 1.
  • 2.NS.1.j Determine whether a number (up to 50) is even or odd using concrete objects and justify reasoning (e.g., dividing collections of objects into two equal groups, pairing objects).
  • 2.NS.2.a Write the three-digit whole number represented by a given model (e.g., concrete objects, pictures of base 10 blocks).
  • 2.NS.2.b Read, write, and represent three-digit numbers in standard form, expanded form, and word form, using concrete or pictorial representations.
  • 2.NS.2.c Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place (ones, tens, hundreds) and value of each digit in a three-digit whole number (e.g., in 352, the 5 represents 5 tens and its value is 50).
  • 2.NS.2.d Investigate and explain the ten-to-one relationships among ones, tens, and hundreds, using models.
  • 2.NS.2.e Compose and decompose whole numbers up to 200 by making connections between a variety of models (e.g., base 10 blocks, place value cards, presented orally, in expanded or standard form) and counting strategies (e.g., 156 can be 1 hundred, 5 tens, 6 ones; 1 hundred, 4 tens, 16 ones; 15 tens, 6 ones).
  • 2.NS.2.f Plot and justify the position of a given number up to 100 on a number line with pre-marked benchmarks of 1s, 2s, 5s, 10s, or 25s.
  • 2.NS.2.g Compare two whole numbers, each 999 or less, represented concretely, pictorially, or symbolically, using words (greater than, less than, or equal to) and symbols (>, <, or =). Justify reasoning orally, in writing, or with a model.
  • 2.NS.2.h Order up to three whole numbers, each 999 or less, represented concretely, pictorially, or symbolically from least to greatest and greatest to least.
  • 2.NS.3.a Model and describe fractions as representing equal-size parts of a whole.
  • 2.NS.3.b Describe the relationship between the number of fractional parts needed to make a whole and the size of the parts (i.e., as the whole is divided into more parts, each part becomes smaller).
  • 2.NS.3.c Compose the whole for a given fractional part and its value (in context) for halves, fourths, eighths, thirds, and sixths (e.g., when given 1/4, determine how many pieces would be needed to make 4/4).
  • 2.NS.3.d Using same-size fraction pieces, from a region/area model, count by unit fractions up to two wholes (e.g., zero one-fourths, one one-fourth, two one-fourths, three one-fourths, four one-fourths, five one-fourths; or zero-fourths, one-fourth, two-fourths, three-fourths, four-fourths, five-fourths).
  • 2.NS.3.e.i region/area models (e.g., pie pieces, pattern blocks, geoboards);
  • 2.NS.3.e.ii length models (e.g., paper fraction strips, fraction bars, rods, number lines); and
  • 2.NS.3.e.iii set models (e.g., chips, counters, cubes).
  • 2.NS.3.f Compare unit fractions for halves, fourths, eighths, thirds, and sixths using words (greater than, less than or equal to) and symbols (>, <, =), with region/area and length models.
  • 2.NS.4.a Identify a quarter and its value and determine multiple ways to represent the value of a quarter using pennies, nickels, and/or dimes.
  • 2.NS.4.b Count by ones, fives, tens, and twenty-fives to determine the value of a collection of mixed coins and one-dollar bills whose total value is $2.00 or less.
  • 2.NS.4.c Construct a set of coins and/or bills to total a given amount of money whose value is $2.00 or less.
  • 2.NS.4.d Represent the value of a collection of coins and one-dollar bills (limited to $2.00 or less) using the cent (¢) and dollar ($) symbols and decimal point (.).

PATTERNS, FUNCTIONS, AND ALGEBRA

  • 2.PFA.1.a Identify and describe repeating and increasing patterns.
  • 2.PFA.1.b Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, pictures, and numbers.
  • 2.PFA.1.c Create a repeating or increasing pattern using various representations (e.g., objects, pictures, numbers).
  • 2.PFA.1.d Transfer a given repeating or increasing pattern from one form to another (e.g., objects, pictures, numbers) and explain the connection between the two patterns.

PROBABILITY AND STATISTICS

  • 2.PS.1.a Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than six categories).
  • 2.PS.1.b Determine the data needed to answer a posed question and collect the data using various methods (e.g., voting; creating lists, tables, or charts; tallying).
  • 2.PS.1.c Organize and represent a data set using a pictograph where each symbol represents up to 2 data points. Determine and use a key to assist in the analysis of the data.
  • 2.PS.1.d Organize and represent a data set using a bar graph with a title and labeled axes (limited to 25 or fewer data points for up to six categories, and limit increments of scale to multiples of 1 or 2).
  • 2.PS.1.e.i ask and answer questions about the data represented in pictographs and bar graphs (e.g., total number of data points represented, how many in each category, how many more or less are in one category than another). Pictograph keys will be limited to symbols representing 1, 2, 5, or 10 pieces of data and bar graphs will be limited to scales with increments in multiples of 1, 2, 5, or 10; and
  • 2.PS.1.e.ii draw conclusions about the data and make predictions based on the data.