EMSC Content Page

EMSC Banner for Content Pages. The banner reads, "New York State Education Department

Back to EMSC Home
SED Home
Disclaimers and Notices

Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
March 2005

Grade 2 - Performance Indicators Process Strands	Does the program/series support the development of the process/content in the performance indicator?	Are additional resources needed?	At what grade level is the indicator addressed?	Is the concept newly introduced this year?
2.PS.1 Explore, examine, and make observations about a social problem or mathematical situation
2.PS.2 Interpret information correctly, identify the problem, and generate possible solutions
2.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
2.PS.4 Formulate problems and solutions from everyday situations (e.g.,counting the number of children in the class or using the calendar to teach counting)
2.PS.5 Use informal counting strategies to find solutions
2.PS.6 Experience teacher-directed questioning process to understand problems
2.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
2.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems
2.PS.9 Use drawings/pictures to model the action in problems
2.PS.10 Explain to others how a problem was solved, giving strategies and justifications
2.RP.1 Understand that mathematical statements can be true or false
2.RP.2 Recognize that mathematical ideas need to be supported by evidence
2.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool
2.RP.4 Explore guesses, using a variety of objects and manipulatives
2.RP.5 Justify general claims, using manipulatives
2.RP.6 Develop and explain an argument verbally or with objects
2.RP.7 Listen to and discuss claims other students make
2.RP.8 Use trial and error strategies to verify claims
2.CM.1 Understand how to organize their thought processes
2.CM.2 Verbally support their reasoning and answer
2.CM.3 Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations
2.CM.4 Listen to solutions shared by other students
2.CM.5 Formulate mathematically relevant questions
2.CM.6 Use appropriate mathematical terms, vocabulary, and language
2.CN.1 Recognize the connections of patterns in their everyday experiences to mathematical ideas
2.CN.2 Understand and use the connections between numbers and the quantities they represent to solve problems
2.CN.3 Compare the similarities and differences of mathematical ideas
2.CN.4 Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas
2.CN.5 Understand meanings of operations and how they relate to one another
2.CN.6 Understand how mathematical models represent quantitative relationships
2.CN.7 Recognize the presence of mathematics in their daily lives
2.CN.8 Recognize and apply mathematics to solve problems
2.CN.9 Recognize and apply mathematics to objects, pictures, and symbols
2.R.1 Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations
2.R.2 Share mental images of mathematical ideas and understandings
2.R.3 Use standard and nonstandard representations
2.R.4 Connect mathematical representations with problem solving
2.R.5 Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
2.R.6 Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
2.R.7 Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, or show number value using fingers on your hand)

Grade 2 - Performance Indicators Content Strands	Does the program/series support the development of the process/content in the performance indicator?	Are additional resources needed?	At what grade level is the indicator addressed?	Is the concept newly introduced this year?
2.N.1 Skip count to 100 by 2’s, 5’s, 10’s
2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart
2.N.3 Skip count by 3’s to 36 for multiplication readiness
2.N.4 Skip count by 4’s to 48 for multiplication readiness
2.N.5 Compare and order numbers to 100
2.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand
2.N.7 Use a variety of strategies to compose and decompose two-digit numbers
2.N.8 Understand and use the commutative property of addition
2.N.9 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)
2.N.10 Use and understand verbal ordinal terms
2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations
2.N.12 Use zero as the identity element for addition
2.N.13 Recognize the meaning of zero in the place value system (0-100)
2.N.14 Use concrete materials to justify a number as odd or even
2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)
2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping
2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18
2.N.18 Use doubling to add 2-digit numbers
2.N.19 Use compensation to add 2-digit numbers
2.N.20 Develop readiness for multiplication by using repeated addition
2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)
2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection
2.A.1 Use the symbols <, >, = ( with and without the use of a number line) to compare whole numbers up to 100
2.A.2 Describe and extend increasing or decreasing (+,-) sequences and patterns (numbers or objects up to 100)
2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes
2.G.2 Identify and appropriately name, two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular)
2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes
2.G.4 Group objects by like properties
2.G.5 Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes
2.G.6 Explore line symmetry
2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths
2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)
2.M.3 Compare and order objects according to the attribute of length
2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?)
2.M.5 Compare and order objects, using lighter than and heavier than
2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)
2.M.7 Recognize the whole dollar notation as $1, etc.
2.M.8 Identify equivalent combinations to make one dollar
2.M.9 Tell time to the half hour and five minutes, using both digital and analog clocks
2.M.10 Select and use standard (customary) and non-standard units to estimate measurements
2.S.1 Formulate questions about themselves and their surroundings
2.S.2 Collect and record data (using tallies) related to a question
2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object
2.S.4 Compare and interpret data in terms of describing quantity (similarity and differences)
2.S.5 Discuss conclusions and make predictions from graphs