Second-grade common core math standards and its attributes

Second-grade common core math standards and its attributes

Most second-grade children range between the age of 7 and 8. At this age, the children’s intellectual abilities are strong and can think logically, critically, and an abstract. Their concentration skills are also stronger as conditioned in the first grade.

The era in which we are living is running in full speed. Everything from technology, education, religion, economy, culture, and societal views are changing and at high speed. It is only right that we prepare children for the future, starting from a young age.

The common core math standards help prepare learners for college and, eventually, the future one step at a time. The instructor ensures that the learner understands every taught concept before moving on to the next.

The common core math standards are the same everywhere. This ensures the learner is exposed to equal standards of learning even when they are required to move from one state to the next. Take the example of a child whose parents work requires moving from state to state. They would not have to adjust to new standards of learning as it is the same as their former school.

Teachers in the second-grade are required to focus on four crucial areas of study;

1. Not only understanding but grasping every concept about the base ten notation.
2. Understanding the different ways of addition and subtraction.
3. Describing and analyzing shapes.
4. Using the standard units of measure.

Here are the second-grade common core math standards;

• Operation and algebraic thinking.

Addition and subtraction continue in the second grade, where the learners are introduced to problems within 100. This can be done in three ways;

1. Two-step word problem
2. Solving problems that require changing the unknown.
3. Solving problems that start with the unknown.

The instructor should ensure that the learner knows that only the position of the numbers changes, not the numbers themselves.

For example

_+13=29

29-15=_

15+13=_

First-grade children are expected to solve problems up to 20 by using strategic methods that they find convenient.

The learners are expected to preserver if they hit a dead-end when attempting a problem. The instructor should encourage them to re-evaluate the challenge and see where they might have gone wrong.

By the time a learner is in the second-grade, they are expected to be able to identify numbers and even indicate if they are more or less than those in comparison. Here they are taught a new character for numbers: even and odd numbers.

One way of teaching even and odd numbers is through the use of objects. The learner can be asked to group objects in values of two, three, and four. They are then required to divide these groups further into equals. Those groups that cannot be separated into equals are termed as odd numbers, while those that are equal are even numbers.

Learning even and odd numbers at the second-grade help the child later when more complex geometrics and algebra are introduced.

• Numbers and operations in base 10

In the second-grade, the learner is taught all three digits in a three-digit number and their representations, i.e., ones, tens, and hundreds.

For example, in the number 340, 3 represents hundreds, 4 represents tens, and 0 represents one.

The learners are expected to;

• Point out the value of a given unit in a three-digit number. Eg

340- 3 stands for 300, and its place value is hundreds.

• Understand and use the place value language to describe amounts. Eg

The place value of 3 is hundreds

The place value of 4 is tens

The place value of 0 is ones

• Understand and remember that the three hundred can be represented as 300 single units.
• Understand and be able to group and regroup numbers when solving addition and subtraction problems.

• Measurements and data.

At the second-grade level, the learner is taught and expected to understand the concept of measurement. They should be able to determine the length of an object by using the standard measuring tools such as the ruler, measuring tape, or a meter stick.

Using feet, meters, inches, and centimeters, the learner should be able to estimate the length of any given objects.

By measuring these objects, they should determine the difference in the length of the different objects through subtraction. The learner is then expected to represent the data they have collected to the nearest unit. This representation can be done on a line plot where the horizontal line is marked in whole numbers, or bar graphs with single-unit scale for more than one category.

The concept of time is usually introduced in the first-grade. More advanced learning is then introduced in the second grade, where the child I expected to tell time even to the nearest five minutes using P.M and A.M in both digital and analog clocks.

The second-grade student is expected to fully understand the basic concepts of money where they can assign every amount to the correct symbol, such as the dollar, dime, cent, or penny. They are also expected to be able to solve problems based on money. For example

The learner should be able to answer questions like;

If mary has 5 dimes and 2 pennies, how many cents does she have?

• Geometry

A more complex geometric attribute made up of 2d, and 3d shapes are introduced at the second-grade level. These shapes include the cylinder, hexagon, circles, octagons, squares, triangles, etc., unlike in the first grade, where shapes were simpler to draw and describe.

The learners are introduced to symmetry, where they are required to find lines through activities such as folding shapes and using mirrors.

For all the above common core math standards to be achieved, there are certain practices that a learner should embrace. These are;

1. Strive to understand and interpret problems even when they are not easy to understand. They should thrive to find the solution as much as possible.
2. They should strive to reason in abstract and quantitatively.
3. The learner should see the world from a math perspective. For example, there is always something you can count or measure near you.
4. The learner should never settle for a mere answer from another person, especially if in doubt. They should ask questions and ask for explanations.
5. The learner should use every tool at their disposal to understand and solve problems. This can be their cognitive abilities like critical and analytical thinking as well as math tools such as measuring tools and such.
6. The learner should be able to communicate with precision to others in regards to their reasoning as well as explain why they use particular symbols and if they believe that they have used them appropriately.
7. The learner should be able to reason in relation to an underlying mathematical

structure and relate it to other mathematical ideas.

8. The common core math standard requires a child to notice if a calculation is repeating itself, and therefore look for a shortcut to the solution. For example dividing 25 by 11.

The common core math standard has been proven to be of great benefit to the states that use it, the learners, and teachers. Some of its advantages are;

1. They are international.

Learners that have gone through the common core math standards can compete on a fair and common global scale when measured according to the education each one received.

2. Professional consistency

The common core math standards provide equal opportunities to all professionals as the education standards are the same from state to state. For example, teachers who have gone through this form of education will not be required to go back to school if they move to another state in search of work.

3. Cost-sharing

Having the same form of education across states allows for cost-sharing. This is seen in situations such as the setting, marking and grading examinations as well as preparing learning materials.  Costs that would have landed solely on the state are shared across the different countries that practice the common core math standards.

4. Consistent education.

Consistent education favors students who move around a lot. There are families where parents are required by their work to move from one place to the next. Having the same education standards ensures that their learning is not disrupted as much during the transition from one state to the next.

5. Diversity

The common core math standards are very diverse. It contains multiple skills in one package, all to boost a child’s abilities for the future. These skills include critical thinking, logical thinking, problem-solving skills, reading, and writing.

6. Individual attention.

Previous education systems graded all learners in the K-12 on a curve. However, the common core standards allow the learner to progress and to be assessed individually; in this way, more attention can be placed on areas where the learner might be finding it hard to understand.

These new standards offer more flexibility for the learner to understand more critical ideas, therefore exercising the brain.

With patience, students develop all the above mention abilities making them significant assets for the future.