2nd grade Mathematics worksheets

Grade 2

• 2.1The student uses mathematical processes to acquire and demonstrate mathematical understanding
• 2.1.Aapply mathematics to problems arising in everyday life, society, and the workplace
• 2.1.Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
• 2.1.Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
• 2.1.Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
• 2.1.Ecreate and use representations to organize, record, and communicate mathematical ideas
• 2.1.Fanalyze mathematical relationships to connect and communicate mathematical ideas
• 2.1.Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
• 2.2The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value
• 2.2.Ause concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
• 2.2.Buse standard, word, and expanded forms to represent numbers up to 1,200
• 2.2.Cgenerate a number that is greater than or less than a given whole number up to 1,200
• 2.2.Duse place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
• 2.2.Elocate the position of a given whole number on an open number line
• 2.2.Fname the whole number that corresponds to a specific point on a number line
• 2.3The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole
• 2.3.Apartition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
• 2.3.Bexplain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
• 2.3.Cuse concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
• 2.3.Didentify examples and non-examples of halves, fourths, and eighths
• 2.4The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy
• 2.4.Arecall basic facts to add and subtract within 20 with automaticity
• 2.4.Badd up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
• 2.4.Csolve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
• 2.4.Dgenerate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
• 2.5The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions
• 2.5.Adetermine the value of a collection of coins up to one dollar; and
• 2.5.Buse the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
• 2.6The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares
• 2.6.Amodel, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
• 2.6.Bmodel, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
• 2.7The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships
• 2.7.Adetermine whether a number up to 40 is even or odd using pairings of objects to represent the number
• 2.7.Buse an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
• 2.7.Crepresent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
• 2.8The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties
• 2.8.Acreate two-dimensional shapes based on given attributes, including number of sides and vertices
• 2.8.Bclassify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
• 2.8.Cclassify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
• 2.8.Dcompose two-dimensional shapes and three-dimensional solids with given properties or attributes