Report Card Guide
Grade 2 Mathematics
First Marking Period
Dear Parents:
This report card reflects your child’s performance in many key concept areas that were addressed in
the first marking period. Since the mathematical focus changes and develops as we continue through
the school year, this guide has been developed to inform you of the specific skills and concepts
assessed this marking period. Your child’s performance level is based on his or her level of
achievement in the skills and concepts identified for the first marking period.
NUMBER AND OPERATIONS IN BASE TEN
Uses place value concepts to represent amounts of tens and ones and to compare two-and three-digit
numbers
 Understands that the two digits of a two-digit number represent amount of tens and ones
o 62 = 6 tens and 2 ones
o 62 – the place value of the underlined digit is the tens place
o 62 – the value of the underlined digit is 60
 represents numbers using place value models and drawings
 orders and compares numbers (0-100)
o orders sets of numbers least to greatest, greatest to least
o compares two numbers using less than (<), greater than (>), equal to (=)
Uses place value concepts to read and write numerals and to skip count to 1000
 reads and writes numerals to 100 using base-ten numerals
o standard form: 62
o word form/number names: sixty-two
o expanded form (sum of the values of the digits): 60 + 2
 counts and sequences numbers to 100
OPERATIONS AND ALGEBRAIC THINKING
Represents and solves problems involving addition and subtraction within 100
 reads and interprets story (word) problems and solves:
o writes equations to represent the actions in a story (word) problem using proper
addition and subtraction notation
o chooses an appropriate strategy to solve the story problem and shows the work
 demonstrates understanding of equality and the equal sign
o understands that an equal sign means that what is on both sides of the equal sign must
“balance” or be the same. i.e. 10 + 6 = 8 + 8
o determines if a given equation is true or false
o determines the missing number which makes a number sentence true (+,-, =, <, >)
ex 52 + ? = 60-4
Uses mental strategies to add and subtract within 20
 demonstrates fluency in addition facts: +1, +2, doubles, combinations of 10, near doubles, plus
10 and the corresponding subtraction facts
 demonstrates understanding of the inverse relationship of addition and subtraction by using
addition facts knowledge to master subtraction facts
 add multiple single-digit numbers using efficient strategies
Works with equal groups of objects to gain foundations for multiplication
 draws doubles arrays to represent the doubling of a number and to determine the double sum
 uses repeated addition to find the total number of squares in rectangular arrays
 determines whether a group of objects has an odd or an even number of members
o explains how one knows a number is even or odd
o an even number can be expressed as the sum of equal addends. ex 20 = 10 + 10
CSD rev 6/17/15
Gr 2 Report Card Guide MP1
MEASUREMENT AND DATA
Tells and writes time to the nearest five minutes
 tells time to half-hour increments on an analog and digital clock
 representing time to the half-hour on an analog/digital clock
 distinguishes between A.M. and P.M.
 understands the relationship between hours and minutes; hours in a day
 relate time on a clock to a pertinent daily activity (i.e. 12:00 pm – lunchtime)
Solves problems using coins and paper currency
 identifies coins and their values: quarter, dime, nickel, penny

uses coin equivalencies to trade coins (i.e. 2 dimes and 5 pennies can be traded for 1 quarter)
MATHEMATICAL PRACTICES
Strategically applies concepts and processes to make sense of problems and solve them
 makes sense of and models mathematical problems and perseveres in solving them
 uses math vocabulary to explain and justify reasoning
CSD rev 6/17/15
Gr 2 Report Card Guide MP1