Grade 2
In this post I want to explore and understand what the expectations are for second graders in math.
In second grade students should enter with an understanding of:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Second graders should learn the following:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
I was surprised to see that the concepts are the same. Then I looked at the standards and it becomes clear that students are building upon their prior knowledge. They are digging a little bit deeper and gaining a better understanding of each of these concepts. For example base ten:
Kindergarten:
In second grade students should enter with an understanding of:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Second graders should learn the following:
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
I was surprised to see that the concepts are the same. Then I looked at the standards and it becomes clear that students are building upon their prior knowledge. They are digging a little bit deeper and gaining a better understanding of each of these concepts. For example base ten:
Kindergarten:
Work with numbers 11-19 to gain foundations for place value.
CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
First Grade:
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.MATH.CONTENT.1.NBT.B.2.BCCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Second Grade:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."
100 can be thought of as a bundle of ten tens — called a "hundred."
CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Count within 1000; skip-count by 5s, 10s, and 100s.
To get a better understanding of math in second grade have uploaded examples of student work from a real second grader.
This is an example of morning work that the students are ask to do after they unpack their bags. It covers a variety of concepts.
These are a front and back of a classwork assignment. They are asked to do repeated addition by grouping pictures together. They will build on this assignment in third grade when they do multiplication.
Math in second grade is really a review and a deeper exploration of the math that they have already learned. The students are really shoring up their math foundation in preparation for the math that is ahead of them. If they leave second grade with a good understanding of mathematical concepts and strategies they are less likely to struggle down the road.
Personal reflection:
I hadn't realized how important math in second grade is. The students need to leave with a solid working knowledge of math. If they do they will have many strategies that will help them as math becomes more complex. The interconnectedness (if that's a word!) of the standards is impressing me more and more. I thought I was familiar with, and had an understanding of, the standards prior to this class, but I realize I really didn't have a clue.
Amanda,
ReplyDeleteI like how you explored not only the 2nd grade standards, but the standards the students should have coming into class and where that knowledge is coming from. It was super helpful to see actual worksheets from 2nd grade to see what these standards might look like on paper. As you pointed out, the grouping activities and associated repeated addition practice directly relate to the concept of multiplication-- I can see now how that definition of multiplication as repeated addition can be deeply ingrained before they're even aware that it's called "multiplication". -Sarah
I really liked how you recognized that math taught in just one grade still has connections in grades past and grades to come. I think it is important for us as teachers to understand that what we teach is not just isolated topics for that time being. What is taught in second grade builds upon prior knowledge learned in first grade, and is then taken into account when learning math in third grade.
ReplyDeleteStephanie Mozzone