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8 Math. Standards G2

A description of what students will do for each standard in G2

Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. Standard for Mathematical Practice 2: Reason abstractly and quantitatively.
As children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning. Standard for Mathematical Practice 6: Attend to precision.
Students construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They practice their mathematical communication skills as they participate in mathematical discussions involving questions like, How did you get that? Standard for Mathematical Practice 3: Construct viable arguments and critique the reasoning of others.
Students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them.
In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Standard for Mathematical Practice 4: Model with mathematics.
Second graders look for patterns. For instance, they adopt mental math strategies based on patterns (making ten, fact families, doubles). Standard for Mathematical Practice 7: Look for and make use of structure.
In second grade, students consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be better suited. Standard for Mathematical Practice 5: Use appropriate tools strategically.
Students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract, they look for shortcuts, such as rounding up and then adjusting the answer to compensate for the rounding. Standard for Mathematical Practice 8: Look for and express regularity in repeated reasoning.
Created by: byrdto