Virginia

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Skills available for Virginia second-grade math standards

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Number and Number Sense

  • 2.1 The student will a) read, write, and identify the place and value of each digit in a three-digit numeral, with and without models; b) identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999; c) compare and order whole numbers between 0 and 999; and d) round two-digit numbers to the nearest ten.

  • 2.2 The student will a) count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10; b) count backward by tens from 120; and c) use objects to determine whether a number is even or odd.

    • 2.2.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.2.a.1 Determine patterns created by counting by twos, fives, and tens to 120 on number charts. (a)

      • 2.2.a.2 Describe patterns in skip counting and use those patterns to predict the next number in the counting sequence. (a)

      • 2.2.a.3 Skip count by twos, fives, and tens to 120 from various multiples of 2, 5 or 10, using manipulatives, a hundred chart, mental mathematics, a calculator, and/or paper and pencil. (a)

      • 2.2.a.4 Skip count by two to 120 starting from any multiple of 2. (a)

      • 2.2.a.5 Skip count by five to 120 starting at any multiple of 5. (a)

      • 2.2.a.6 Skip count by 10 to 120 starting at any multiple of 10. (a)

      • 2.2.a.7 Count backward by 10 from 120. (b)

      • 2.2.a.8 Use objects to determine whether a number is even or odd (e.g., dividing collections of objects into two equal groups or pairing objects). (c)

  • 2.3 The student will a) count and identify the ordinal positions first through twentieth, using an ordered set of objects; and b) write the ordinal numbers 1st through 20th.

    • 2.3.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.3.a.1 Count an ordered set of objects, using the ordinal number words first through twentieth. (a)

      • 2.3.a.2 Identify the ordinal positions first through twentieth, using an ordered set of objects presented in lines or rows from (a)

      • 2.3.a.3 Write 1st, 2nd, 3rd, through 20th in numerals. (b)

  • 2.4 The student will a) name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths; b) represent fractional parts with models and with symbols; and c) compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models.

    • 2.4.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.4.a.1 Recognize fractions as representing equal-size parts of a whole. (a)

      • 2.4.a.2 Name and write fractions represented by a set model showing halves, fourths, eighths, thirds, and sixths. (a, b)

      • 2.4.a.3 Name and write fractions represented by a region/area model showing halves, fourths, eighths, thirds, and sixths. (a, b)

      • 2.4.a.4 Name and write fractions represented by a length model showing halves, fourths, eighths, thirds, and sixths. (a, b)

      • 2.4.a.5 Represent, with models and with symbols, fractional parts of a whole for halves, fourths, eighths, thirds, and sixths, using:

      • 2.4.a.6 Compare unit fractions for halves, fourths, eighths, thirds, and sixths, using words (greater than, less than or equal to) and symbols (>, <, =), with models. (c)

      • 2.4.a.7 Using same-size fraction pieces, from region/area models or length/measurement models, count the pieces (e.g., one-fourth, two-fourths, three-fourths, etc.) and compare those pieces to one whole (e.g., four-fourths will make one whole; one-fourth is less than a whole). (c)

Computation and Estimation

Measurement and Geometry

  • 2.7 The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) use the cent symbol, dollar symbol, and decimal point to write a value of money.

  • 2.8 The student will estimate and measure a) length to the nearest inch; and b) weight to the nearest pound.

    • 2.8.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.8.a.1 Identify a ruler as an instrument to measure length. (a)

      • 2.8.a.2 Estimate and then measure the length of various line segments and objects to the nearest inch using a ruler. (a)

      • 2.8.a.3 Identify different types of scales as instruments to measure weight. (b)

      • 2.8.a.4 Estimate and then measure the weight of objects to the nearest pound using a scale. (b)

  • 2.9 The student will tell time and write time to the nearest five minutes, using analog and digital clocks.

  • 2.10 The student will a) determine past and future days of the week; and b) identify specific days and dates on a given calendar.

    • 2.10.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.10.a.1 Determine the day that is a specific number of days or weeks in the past or in the future from a given date, using a calendar. (a)

      • 2.10.a.2 Identify specific days and dates (e.g., What is the third Monday in a given month? What day of the week is May 11?). (b)

  • 2.11 The student will read temperature to the nearest 10 degrees.

    • 2.11.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.11.a.1 Identify different types of thermometers as instruments used to measure temperature.

      • 2.11.a.2 Read temperature in Fahrenheit to the nearest ten degrees on thermometers (real world, physical model, and pictorial representations).

  • 2.12 The student will a) draw a line of symmetry in a figure; and b) identify and create figures with at least one line of symmetry.

    • 2.12.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.12.a.1 Draw a line of symmetry in a figure. (a)

      • 2.12.a.2 Identify figures with at least one line of symmetry, using various concrete materials (e.g., mirrors, paper folding, pattern blocks). (b)

      • 2.12.a.3 Determine a line of symmetry that results in two figures that have the same size and shape and explain reasoning. (a, b)

      • 2.12.a.4 Create figures with at least one line of symmetry using various concrete materials. (b)

  • 2.13 The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms).

Probability and Statistics

  • 2.14 The student will use data from probability experiments to predict outcomes when the experiment is repeated.

    • 2.14.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 2.14.a.1 Conduct probability experiments using multicolored spinners, colored tiles, or number cubes and use the data from the experiments to predict outcomes if the experiment is repeated.

      • 2.14.a.2 Record the results of probability experiments, using tables, charts, and tally marks.

      • 2.14.a.3 Interpret the results of probability experiments.

      • 2.14.a.4 Predict which of two events is more or less likely to occur if an experiment is repeated.

  • 2.15 The student will a) collect, organize, and represent data in pictographs and bar graphs; and b) read and interpret data represented in pictographs and bar graphs.

Patterns, Functions, and Algebra