Math EQA

Dear Parents,
Here are the standards that we have covered in second grade this year. Our EQA will be a cumulative
approach to each of the standards covered this year.

4th 9 weeks
Arrays/Multiplication

Students will be able to partition a rectangle into rows and columns to create an array representing

repeated addition
Students will be able to identify the total amount in an array by determining the repeated addition

sentences used to describe the array by rows or by columns

Students will also be able to recognize and determine a number as even or odd by determining equal or
unequal pairs

Geometry/Fractions

Students should be able to identify common attributes (sides, angles, vertices) of the following plain

shapes: triangles, quadrilaterals, pentagons, hexagons

Students should be able to identify attributes of a cube (how many edges, vertices and faces)
Students should be able to recognize and create the following fractions halves, thirds, and fourths

Add and Subtract within 1000 (MGSE2.NBT.5)

Addition strategies (base ten blocks, decomposing, or number line)

Subtraction strategies (base ten blocks or number line)
Same usage and types of strategies as double digit, but students must be able to carry and borrow from

the hundreds place as well.

**See quarter 2 examples for strategies**

3rd 9 weeks
Time
Tell and write time to the nearest 5 minutes using AM and PM (MGSE2.MD.7)

students should be able to read a digital clock

students should be able to draw the hour and minute hands onto a clock to represent a certain time
students should be able to identify activities that would take place in the AM versus the PM
Example: John is eating breakfast at the time on the clock. What time is he eating breakfast. Do not
forget to label AM or PM.

Measurement
Select appropriate tools for measuring items (MGSE2.MD.1)

students should be able to use and estimate with these tools: rulers, yard sticks, meter sticks,
and measuring tape

Example: Which tool would you use to measure a basketball?

Measure the length of an object twice using two different measurements (MGSE2.MD.2)

Students should be able to measure an object using inches and centimeters, then relate the differences in

measurements by explaining how inches and centimeters are different.

Example: Explain why a crayon is 8 cm and only 3 inches.

Make reasonable estimates for measurement. (MGSE2.MD.3)

Students should be able to use inches, centimeters, feet, yards, and meters to estimate appropriate

lengths of items.
Example: What would be a reasonable estimate for the length of a pencil? 7 inches, 7 feet or 7 yards

Solve word problems involving adding, comparing or subtracting measurements. (MGSE2.MD.4)

Measure to determine how much longer one item is than another.

Add two measurements together.
Example addition: Betsy has a tower that is 23 feet tall. She has another tower that is 18 feet tall. How

tall would they be if she stacked the towers together?

Example subtraction: Taras doll is 13 inches tall. Her sisters doll is 18 inches tall. How much taller is
Taras doll?

Measure to create a data list and then plot the measurements on a line plot. (MGSE2.MD.9)

Money
Solve word problems involving coins and dollar bills. (MGSE2.MD.8)

Students should identify and know the value of pennies, nickels, dimes, quarters, and one dollar bills in

order to solve word problems involving money.

Example: Jenny has 3 quarter, 2 nickels and 5 pennies. How much money does Jenny have?

2nd 9 weeks
One- and two-step addition and subtraction word problems (MGSE2.OA.1)

Addition example: Mary brought in 32 box tops, and Sam brought in 41 box tops. How many box

tops do they have altogether?

Subtraction example: Susan made 24 cookies for her class. After she passed them out, she had
7 left. How many cookies did her class eat?

Multi-step: Jeremy was raking leaves. He found 7 red leaves and 5 brown leaves. The wind came
and blew 3 away. How many leaves does Jeremy have now?

Addition and Subtraction fluency strategies (MGSE2.OA.2)

Counting on, doubles, near doubles, make 10

Example: 8 + 2 + 5 Students should be able to use strategies to solve problems similar to this.

Add and subtract within 100 (MGSE2.NBT.5)

Addition: Solve using base 10, number line, or decomposing

Example: 33 + 21
Base 10:

Number Line:
33

43 53
Decomposing: 33 + 21

54

30 + 3
20 + 1
50 + 4 = 54

Subtraction: Solve using base 10 or number line

Example: 33 - 21
Base 10:

Number

Line
12

23

33

13

Interpret information on a graph (MGSE2.MD.10)

Students should be able to draw, read, and interpret bar and picture graphs.

1st 9 weeks
Place value with hundreds, tens, and ones (MGSE2.NBT.1)

Example: 524 is 5 hundreds, 2 tens, and 4 ones.

Read, write, and represent numbers up to 1000 in a variety of ways (MGSE2.NBT.3)

Standard form: 324

Expanded form: 300 + 20 + 4
Word form: three hundred twenty-four
Picture:

Skip count by 5, 10, and 100s (MGSE2.NBT.2)

Compare two and three digit numbers (MGSE2.NBT.4)

Students should use the symbols <, >, and = to compare numbers
Example : 825
800 + 50 + 2