Second Grade

Welcome to 2nd Grade math!!

Highlights from this year include:

• Reading, writing, comparing, and ordering two-digit numbers
• Defining and identifying odd and even numbers
• Sorting data in different ways
• Interpreting and constructing one-to-one picture graphs

Numbers in Base-10

• Manipulatives and visual aids help students develop a firm understanding of the
base-10 number system (i.e. two-digit numbers are made up of tens and ones).


• The number line is introduced as another model that helps students see how numbers
can be compared. E.g. 21 is farther from zero than 15, and so 21 is greater than 15.


For home:  

• Talk informally with your child about two-digit numbers during everyday
activities such as grocery shopping (comparing prices), watching sports (comparing
teams’ scores), and tracking the weather (finding the temperature in the morning
and seeing how it changes during the day).

• Students define odd and even numbers. They explore what happens when two
even numbers are added, when two odd numbers are added, and when an even
number and an odd number are added.


For home:

• Take turns with your child to give clues about two-digit numbers. E.g. say,
“I’m thinking of a number between 21 and 24. It’s an odd number. What could it
be? How do you know?”

• Look for sharing opportunities at home. E.g. ask, “If you and your friend share these
7 cookies, will you each get the same amount or will there be leftovers? How do
you know?”

• When shopping, ask your child to point out if items are packaged in even or odd
amounts. (E.g. hamburger buns and eggs are typically sold in packages of even
numbers.) Also ask, “Can you find items sold in odd amounts, like three or five?”

Sorting and Graphing

• Students build on learning from Grade 1 to review different representations for data
— e.g. picture graphs (as shown below), bar graphs, and tally charts.

• Students consider different categories for sorting everyday objects. E.g. shoes might
be sorted by type (with laces, with Velcro, or slip-on), or they might be sorted by color
(white, black, brown, or multicolor).

• Once items are sorted into categories, students make comparisons among the
groups. They might observe that more students wear shoes with laces than slip-ons,
or that there are five more students wearing black shoes than white shoes.


For home:

• Support your child while they collect data on everyday subjects — e.g. pets in the
neighborhood (are they black and white, grey, or tabby) cars in the parking lot (by
color), or the types of books friends and family like to read. Ask your child to decide
which type of graph would be best to display the data.

• Does your child have a favorite collection of items such as trading cards,
seashells, or small toys? Ask your child to sort their collection one way and then
ask if there is another way the items could be sorted.

More to come!

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