2nd Grade Math

Important Skills

Misconceptions

Composing/Decomposing numbers- especially tens and ones
Thinking of subtraction as finding the difference between two numbers
Understanding that word problems can be modeled with drawings- shortcuts are not beneficial to foundational learning!
Adding and subtracting 10 to/from any number
Estimating answers and “thinking” mathematically- not depending upon rote procedures for operation
Doubles should be memorized
Place Value
Number Sense- quantity of numbers
Addition and subtraction strategies should focus on how facts relate to other facts, NOT counting up and counting back
Mental Math should be emphasized
Basic Facts to 10– strategies
Benchmark of 5 and 10
One more/one less
Comparing numbers
Unitizing
Experience with a variety of problems
1 to 1 correspondence
Count to 100- ones and tens
Number order (understand the number before and the number after)
Greater than/less than
Add and subtract with ease to 20 (should have mental strategies to use for this)
Understand fact families
Time to hour
Basic shapes and properties
Write numbers to 100
When adding or subtracting 2-digit numbers, I must line up the numbers and begin in the ones column
Subtract means “take away” or “count backwards”
When solving word problems, I just need to find the two numbers and then look for clue words. Then I add or subtract
For all simple addition problems, I just put the big number in my head and count up the other numbers on my finger.
“line down the middle as a strategy”
Bigger number on top in subtraction
Which clock hand to read first
Value of nickel and quarter
The place of the number determines it value (thinking that the 9 in 91 only represents 9 instead of 90)

When adding or subtracting 2-digit numbers, I must line up the numbers and begin in the ones column
Subtract means “take away” or “count backwards”
When solving word problems, I just need to find the two numbers and then look for clue words. Then I add or subtract
For all simple addition problems, I just put the big number in my head and count up the other numbers on my finger.
“line down the middle as a strategy”
Bigger number on top in subtraction
Which clock hand to read first
Value of nickel and quarter
The place of the number determines it value (thinking that the 9 in 91 only represents 9 instead of 90)

HOME