Mathematics Standards
2nd Grade Math Overview
2nd Grade Curriculum Map

Resource Links for Math:Students may always visit the following websites for additional Math practice. Students love the games and are learning at the same time!!!
Mrs. Evans Top Pick: ** www.thelearningodyssey.com  We are waiting to receive their logins for this program from the district. I will let you know as soon as these have been received! Mrs. Evans #2 Pick: www.tenmarks.com  Students have their logins and this is great to practice the standards! Mrs. Evans #3 Picks: www.xtramath.com and www.reflexmath.com: Students have their logins and passwords and these are great for Math Fact Practice. Mrs. Evans #4 Picks: ** www.sumdog.com  The students have been given their logins and passwords; the school code is pooler and www.splashmath.com  Students have their logins for this as well. www.multiplication.com  a great way to test your knowledge of multiplication facts. http://internet.savannah.chatham.k12.ga.us/Family/Pages/TopTenWaystoImproveMathSkills.aspx  Top Ten Ways to Improve Math Skills http://www.mathfactcafe.com/home/  Great Website to create worksheets on your own! Practice multiplication, division, place value, etc. http://www.funbrain.com/  Play fun games related to Reading and Math. http://www.aaamath.com/  AAA Math features a comprehensive set of thousands of interactive arithmetic lessons. 
Unit 1: Extending Base Ten Understanding
Standards in this Unit:
Understand place value.
MGSE2.NBT.1 Understand that the three digits of a threedigit 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: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” 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).
MGSE2.NBT.2 Count within 1000; skipcount by 5s, 10s, and 100s.
MGSE2.NBT.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form. MGSE2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Represent and interpret data.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems1 using information presented in a bar graph.
Understand place value.
MGSE2.NBT.1 Understand that the three digits of a threedigit 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: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” 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).
MGSE2.NBT.2 Count within 1000; skipcount by 5s, 10s, and 100s.
MGSE2.NBT.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form. MGSE2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Represent and interpret data.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems1 using information presented in a bar graph.
Unit 2: Becoming Fluent with Addition and Subtraction
Represent and solve problems involving addition and subtraction.
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.
Add and subtract within 20.
MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two onedigit numbers.
Use place value understanding and properties of operations to add and subtract.
MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Work with time and money.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems4 using information presented in a bar graph.
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.
Add and subtract within 20.
MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from memory all sums of two onedigit numbers.
Use place value understanding and properties of operations to add and subtract.
MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Work with time and money.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems4 using information presented in a bar graph.
Unit 3: Understanding Measurement, Length, and Time
Measure and estimate lengths in standard units.
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length.
MGSE2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
MGSE2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent wholenumber sums and differences within 100 on a number line diagram.
Work with time and money.
MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Represent and interpret data.
MGSE2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph.
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length.
MGSE2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
MGSE2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent wholenumber sums and differences within 100 on a number line diagram.
Work with time and money.
MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Represent and interpret data.
MGSE2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units.
MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph.