 |
Center Elementary School |
Mathematics Kid Friendly Standards 2nd Grade
Grade 2 |
2003 #of questions | % of CST | 1st Trimester | 2nd Trimester | 3rd Trimester | |
| By the end of grade two, students understand place value and number relationships in addition and subtraction, and they use simple concepts of multiplication. They measure quantities with appropriate units. They classify shapes and see relationships among them by paying attention to their geometric attributes. They collect and analyze data and verify the answers. | ||||||
Number Sense |
38 | 58% | ||||
| 1.0 | Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000. | |||||
| 1.1 | I can count, read, and write numbers to 1,000. I know the place value for each digit (for example in 986, the 8 is in the 10s place). | Ö | ||||
| 1.2 | I can use words, objects, and expanded form (45 = 4 tens + 5 ones) to show numbers to 1,000. | Ö | ||||
| 1.3* | Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers. | Ö | ||||
| 2.0 | Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers. | |||||
| 2.1* | I can understand and use fact families to solve addition and subtraction problems and to check my answers. (8 + 6 = 14 is the same as 14 - 8 = 6.) | Ö | ||||
| 2.2* | I can add and subtract to find the sum or difference of numbers up to 3 digits long. | Ö | ||||
| 2.3 | I can figure in my head the sum or difference of two 2-digit numbers. | NA | ||||
| 3.0 | Students model and solve simple problems involving multiplication and division. | |||||
| 3.1* | I can use repeated addition, arrays, and skip counting to do multiplication. | Ö | ||||
| 3.2* | I can use repeated subtraction, equal sharing, and forming equal groups with remainders to do division. | Ö | ||||
| 3.3* | I know the multiplication tables of 2s, 5s, and 10s (to "times 10") by heart. | Ö | ||||
| 4.0 | Students understand that fractions and decimals may refer to parts of a set and parts of a whole. | |||||
| 4.1 | I can recognize, name, and compare fractions from 1/12 to 1/2. | Ö | ||||
| 4.2* | I can understand and name fractions (for example, one-fourth of a pie and two-thirds of 15 balls). | Ö | ||||
| 4.3* | I know that when all the fractional parts are included, like four-fourths, the result is equal to one whole and to the number 1. | Ö | ||||
| 5.0 | I know that when all the fractional parts are included, like four-fourths, the result is equal to one whole and to the number 1. | |||||
| 5.1* | I know how to solve problems using combinations of coins and bills. | Ö | ||||
| 5.2* | I know how to use decimals with dollars and cents. I know how to use the dollar symbol and the cent symbol when working with money. | Ö | ||||
| 6.0 | Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places. | |||||
| 6.1 | I can recognize when my estimate makes sense when I am measuring things. | Ö | ||||
Algebra and Functions |
6 | 9% | ||||
| 1.0 | Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction. | |||||
| 1.1* | I know how to use the relationship between addition and subtraction to figure in my head and to check my results. | Ö | ||||
| 1.2 | I know how to make number sentences out of word problems using addition and subtraction. | Ö | ||||
| 1.3 | I know how to solve addition and subtraction problems using the information from charts, picture graphs, and number sentences. | Ö | ||||
Measurement and Geometry |
14 | 22% | ||||
| 1.0 | Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured. | |||||
| 1.1 | I know how to measure the length of objects by repeating a standard unit (such as a foot) or nonstandard unit (such as the length of a pencil). | Ö | ||||
| 1.2 | I understand that when I am measuring the same object, if I use a greater measuring unit, the measure will be less than if I use a smaller measuring unit. | Ö | ||||
| 1.3* | I know how to measure the length of an object to the nearest inch and the nearest centimeter. | Ö | ||||
| 1.4 | I can tell time to the nearest quarter hour. I know that there are 60 minutes in one hour, 7 days in one week, and 52 weeks in one year. | Ö | ||||
| 1.5 | I can figure out how long it is between periods of hours, such as between 11:00 a.m. and 4:00 p.m. | Ö | ||||
| 2.0* | Students identify and describe the attributes of common figures in the plane and of common objects in space. | |||||
| 2.1 | I can name, describe, and compare flat and solid figures using the terms "faces, edges and vertices" for circles, triangles, squares, rectangles, spheres, pyramids, cubes, and rectangular prisms. | Ö | ||||
| 2.2 | I can put shapes together and take them apart to form other shapes. (For example, I can put two congruent right triangles together to form a rectangle.) | Ö | ||||
Statistics, Data Analysis and Probability |
7 | 11% | ||||
| 1.0* | Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations. | |||||
| 1.1 | I know how to collect, record, organize, display and interpret data on bar graphs and other kinds of charts. I can record data using tally marks, symbols, or tables to keep track of what has been counted. | Ö | ||||
| 1.2 | I can represent the same set of data in more than one way, such as with bar graphs and charts with tallies. | Ö | ||||
| 1.3 | I know what "range" and "mode" mean when talking about sets of data. | Ö | ||||
| 1.4 | I know how to ask and answer simple questions related to data charts, tables, and graphs. | Ö | ||||
| 2.0* | Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways. | NA | ||||
Mathematical Reasoning |
||||||
| 1.0 | Students make decisions about how to set up a problem. | |||||
| 1.1 | I can figure out how to solve math problems and what I need to solve them, such as objects or pencil and paper. | E | ||||
| 1.2 | I can draw my answers or use objects to solve them. | E | ||||
| 2.0 | Students solve problems and justify their reasoning. | |||||
| 2.1 | I can explain my answers to others and why I have solved a problem in that way. | E | ||||
| 2.2 | I can solve problems and check my answers to make sure that they are right. | E | ||||
| 3.0 | Students note connections between one problem and another. | |||||
Grade 2 TOTAL |
65 | 100% | ||||
Ö
=
Standard
assessed on the California Standards Test
*
=
Key
standards, which comprise a minimum of 70% of the test
NA =
Not
assessable in multiple-choice format
E
=
Embedded (Content
of standard is embedded within items in other strands.)