Nebraska State Standards for Mathematics: Grade 2

NE.MA 2.1. Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 2.1.1. Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.

MA 2.1.1.a. Read and write numbers 0 - 1,000 (e.g., count numbers from 400 - 500; write numbers from 400 - 500)

MA 2.1.1.b. Count by multiples of 2 up to 100

MA 2.1.1.c. Count backwards from 20 - 0

MA 2.1.1.d. Connect number words to the quantities they represent 0 - 100

MA 2.1.1.e. Demonstrate multiple equivalent representations for numbers 1 - 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)

MA 2.1.1.f. Compare and order whole numbers 0 - 1,000

MA 2.1.1.g. Demonstrate relative position of whole numbers 0 - 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)

MA 2.1.1.h. Use visual models to represent fractions of one-half as a part of a whole

MA 2.1.2. Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.

MA 2.1.2.a. Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 - 3 = 2)

MA 2.1.2.b. Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7 - 3 = __.)

MA 2.1.3. Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 2.1.3.a. Fluently add whole number facts with sums to 20

MA 2.1.3.b. Fluently subtract whole number facts with differences from 20

MA 2.1.3.c. Add and subtract three-digit whole numbers with regrouping

MA 2.1.3.d. Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)

MA 2.1.4. Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 2.1.4.a. Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results

MA 2.1.4.b. Estimate the number of objects in a group

NE.MA 2.2. Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 2.2.1. Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.

MA 2.2.1.a. Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)

MA 2.2.1.b. Determine if two shapes are congruent

MA 2.2.1.c. Compare two-dimensional shapes (e.g., trapezoid, parallelogram)

MA 2.2.1.d. Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

MA 2.2.2. Coordinate Geometry: Students will describe direction on a positive number line.

MA 2.2.2.a. Identify numbers using location on a vertical number line

MA 2.2.2.b. Compare whole numbers using location on a horizontal number line

MA 2.2.2.c. Identify the direction moved for adding and subtracting using a horizontal number line

MA 2.2.3. Transformations: Students will identify lines of symmetry.

MA 2.2.3.a. Identify lines of symmetry in two-dimensional shapes

MA 2.2.3.b. Draw a line of symmetry in two-dimensional shapes

MA 2.2.4. Spatial Modeling: Students will create two-dimensional shapes.

MA 2.2.4.a. Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)

MA 2.2.5. Measurement: Students will measure using standard units, time and money.

MA 2.2.5.a. Count mixed coins to $1.00

MA 2.2.5.b. Identify time to 5 minute intervals

MA 2.2.5.c. Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

MA 2.2.5.d. Measure length using feet and yards

MA 2.2.5.e. Compare and order objects using inches, feet and yards

NE.MA 2.3. Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 2.3.1. Relationships: Students will identify, describe, and extend relationships.

MA 2.3.1.a. Create and describe patterns using concrete and pictorial representations

MA 2.3.2. Modeling in Context: Students will use objects, pictures, and symbols as models to represent mathematical situations.

MA 2.3.2.a. Model situations that involve the addition and subtraction of whole numbers 0 - 100, using objects and number lines

MA 2.3.2.b. Describe and model quantitative change involving addition (e.g., a student grew 2 inches)

MA 2.3.3. Procedures: Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.

MA 2.3.3.a. Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = __ + 2)

NE.MA 2.4. Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 2.4.1. Display and Analysis: Students will organize, display, compare, and interpret data.

MA 2.4.1.a. Represent data using pictographs

MA 2.4.1.b. Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)

MA 2.4.2. Predictions and Inferences: Mastery not expected at this level.

MA 2.4.3. Probability: Mastery not expected at this level.