Virginia Mathematics

2009 Grade 2 Standards of Learning

Virginia Department of EducationK-12 Mathematics Standards of Learning Institutes October 2009

Major ChangesRelated SOL have been combined to create one SOL with bulletsEX:(2001) 2.2 The student will compare two whole numbers between 0 and 999, using

symbols (>,<, or =) and words (greater than, less than, or equal to). [Moved to new SOL 2.1 c]

(2009)2.1 The student will a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models; b) round two-digit numbers to the nearest ten.; and c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to).

Major ChangesDetails on instructional strategies have been

removed for potential placement in the curriculum framework

EX:(2001)

2.7 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. (mental computation, concrete materials, and paper and pencil).

(2009) 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. (mental computation, concrete materials, and paper and pencil). [Move to Curriculum Framework]

Major SOL Changes

Number and Number Sense

Identify ordinal positions first through twentieth and write the ordinal numbers.

Ordinal Positions

Identify ordinal positions first through twentieth and write the ordinal numbers.

1st 2nd 3rd 4th 5th 6th

Ordinal Positions

Important underlying concepts should include: Changing the reference point

- left to right

- right to left

- bottom to top

- top to bottom 1st, 2nd, and 3rd do not follow the pattern of the

remaining ordinal numbers (th)

Ordinal Positions

Instructional activities might include (but not limited to):

Line up items in the classroom and have students identify the position

Have students line up and count off ordinal positions, hand them the written ordinal number on index cards

Hand out written ordinal positions on index cards and have students arrange themselves according to that order

Major SOL Changes

Number and Number Sense

Identify parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths.

Write the fractions and compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths.

Fractions

Important underlying concepts should include: part-whole; region/area model - whole is broken into equal-size

parts and then put back together; keeping the whole the same when comparing; develop relationships between

- halves, fourths, and eighths

- thirds and sixths develop the idea that the larger the denominator the

smaller the piece; and set model - fair share

Fractions

Fractions

food (one can is a sixth of a pack of soda); geometric shapes (one fourth of a square); folding (a sheet of paper into thirds and sixths); and sets of items (number of boys in a group and

fair sharing items between eight students).

The emphasis is on representations and vocabulary in familiar context.

Instructional activities might include (but not limited to):

Major SOL Changes

Number and Number Sense

Grouping objects by threes and fours is removed.

Major SOL Changes

Computation and Estimation

Recall addition facts with sums to 20 or less and the corresponding subtraction facts (previously 18).

Addition and Subtraction Facts to 20

Important underlying concepts should include: Inverse relationships Missing addends Commutative Property of Addition

(without naming it) Identity Property of Addition

(without naming it)

Addition and Subtraction Facts to 20

Instructional activities might include (but not limited to):

Developing strategies to aid in recall Making ten Doubles

- Doubles +1

- Doubles - 1 Playing games

- Tens Go Fish

- Make the Sum

- Counters in a Cup

Major SOL Changes

Computation and Estimation

Create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs.

Solve one- and two-step problems using data

How many students get driven to school? What is the difference between the number of

students that walk to school compared to the number of students that get driven?

How Students Get to School

Number of Students

Bus Riders 14 Car Riders 5 Walkers 6

Major SOL Changes

Measurement Count, and compare a collection of pennies,

nickels, dimes, and quarters whose total value is $2.00 or less.

Correctly use the cent symbol, dollar symbol, and decimal point (previously; identify correct usage of symbols).

Money Correctly use the cent symbol, dollar symbol,

and decimal point (previously identify correct usage of symbols).

- Common misconception is to put the dollar sign, decimal point, and cent sign altogether $1.56¢

Major SOL Changes

Measurement

Estimate and measure weight/mass in pounds/ounces and kilograms/grams.

Weight/Mass

Important underlying concepts should include:

- unit used is important to record

- how heavy or light the object is relevant to

what unit is used to record it

Weight/Mass

Instructional activities might include (but not limited to): Estimate and measure small items in the classroom

using grams and ounces with balances Estimate and measure the weight/mass of students Experiment measuring the weight/mass of various

items using different units

- Try measuring a crayon in pounds/kilograms

- Try measuring a book bag in ounces/grams

Major SOL Changes

Measurement

Tell time to the nearest 5 minutes - previously quarter hour

Time

Important underlying concepts should include: Connections with skip counting by fives Connections with fractions

- quarter after

- quarter ‘til

- Misconception of quarter being 25 minutes ¼ of an hour is different than ¼ of a dollar 60 minutes = 1 whole hour 100 cents = 1 whole dollar

Time

Instructional activities might include (but not limited to):

Clock checks throughout the day where students record the time

Schedule of class activities in room – students be the time keepers of transitions

Major SOL Changes

Measurement Perimeter moved to 3rd grade. Area using square units moved to 3rd grade. Use calendar language appropriately. (e.g., months, today, yesterday, next week,

last week) was moved to 1st grade.

Major SOL Changes

Geometry Draw a line of symmetry in a figure; and

identify and create figures with at least one line of symmetry.

Identify, describe, compare and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism).

Square pyramid, cylinder, and cone were moved to 3rd grade.

Geometry

Instructional activities might include (but not limited to): Trace the faces of the solid geometric figures to

determine what plane figures were used to create them. Play I Spy in the classroom. Place a shape in a sock, have students feel, describe

and name the shape, then take out to verify. Have students bring in examples of real world objects

from home. Create Venn diagrams to compare and contrast the

plane to the solid geometric shapes.

Major SOL Changes

Probability and Statistics Use data from experiments to construct

picture graphs, pictographs, and bar graphs. Analyze data displayed in picture graphs,

pictographs, and bar graphs.

Pictographs

Instructional activities might include (but not limited to):

Creating graphs

using the same

symbol to represent

each piece of

categorical data

Major SOL Changes

Patterns, Functions, and Algebra Demonstrate an understanding of equality by

recognizing that the symbol = in an equation indicates equivalent quantities and the symbol ≠ indicates that quantities are not equivalent.

Equalities

Recognize the equal sign as a representation of equivalence

- Misconception that the equal sign means

here comes the answer.

5 + 2 = __ + 3

Given this students will put 7 in the blank.

Important underlying concepts should include:

Equalities

Instructional activities might include (but not limited to):

Circle Map Concrete manipulatives to prove Number Balances