• Grade 2 Description

    Instructional time for grade two focuses on four critical areas: extending understanding of base-10 notation. This includes counting in fives, tens, and multiples of hundreds, tens and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers up to 1,000 written in base-10 notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens or ones (eg. 853 is 8 hundreds + 5 tens + 3 ones.

    Students will also build fluency of addition and subtraction. They will use their understanding of addition to develop fluency of addition and subtraction within 100. They solve problems within 1,000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-10 notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only ones.

    Students will also recognize the need for standard units of measure, using centimeter or inch, and they use rulers or other measurement tools with the understanding that linear measure involves the iteration of units. They recognize the smaller the unit, the more iterations they need to cover a given length.
    Students will describe and analyze shapes by examining their sides and angles. Students investigate, describe and reason about decomposing and combining shapes to make other shapes. Through building, drawing and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades. 

    Grade 2 Units of Study

Supporting Documents and Homelinks/ Studylinks

  • Math lessons often provide students with Home/Study Links, which promote follow-up and provide enrichment of the course material.  They also offer opportunities for you to become involved in your child’s math education.


Scope and Sequence

Instructional Shifts Emphasis Guide

SAP Content Focus Cluster

PA Common Core Crosswalk

Teacher Additional Resources

Homelinks Unit 2

Homelinks Unit 3

Homelinks Unit 4

Homelinks Unit 5

Homelinks Unit 6

Homelinks Unit 7

Homelinks Unit 8

Homelinks Unit 9

Homelinks Unit 10

Homelinks Review Unit

  • Grade 2 Routines

    Math Routines are an integral part of the curriculum and having students carry out these daily routines gives them real life interaction with the concepts they are studying. In the beginning of the year, the teacher is responsible for introducing, completing and sharing the classroom routines with students. However, because students have done the same routines for the last two years, children should begin taking control of the completion and presentation of routines. When students take over, routine jobs are completed prior to being share with the class.

    Routines start the first day and are completed every school day thereafter. Some aspects of routines change as the year progresses and those changes are noted in the procedure guidelines for each unit.
    The use of routines in the classroom will give students opportunities to engage in discussion each day with their peers about number sense. Ways they will do this are chorally counting from a number other than 1, building numbers with base-10 blocks, subitizing and unitizing for number fluency and adding sums to 10, organizing, representing, and interpreting data from real life situations and asking and answering questions about the total number of data points and “how many more?” and “how many less?” questions from one category to another.
    Grade 2 Fluency Practice Routine
    At the end of Grade 2 students are required to know from memory all sums of two-one digit numbers.  Fluency practice will give students the opportunity to fluently add and subtract within 20 using mental strategies.  Timed practice needs to be administered at least twice a week. Children will graph their progress weekly and keep results in their math journal.