MathScore EduFighter is one of the best math games on the Internet today. You can start playing for free!
South Carolina Math Standards - 2nd Grade
MathScore aligns to the South Carolina Math Standards for 2nd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
Want unlimited math worksheets? Learn more about our online math practice software.
View the South Carolina Math Standards at other levels.
Mathematical Processes
Standard 2-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.2-1.1 Apply substantive mathematical problem-solving strategies. (Basic Word Problems )
2-1.2 Generate conjectures and exchange mathematical ideas.
2-1.3 Explain and justify answers to simple problems.
2-1.4 Analyze patterns by reasoning systematically.
2-1.5 Generalize mathematical concepts.
2-1.6 Use a variety of forms of mathematical communication. (Counting Squares )
2-1.7 Generalize connections among mathematics, the environment, and other subjects.
2-1.8 Use multiple informal representations to convey mathematical ideas.
Number and Operations
Standard 2-2: The student will demonstrate through the mathematical processes an understanding of the base-ten numeration system; place values; and accurate, efficient, and generalizable methods of adding and subtracting whole numbers.2-2.1 Generate estimation strategies to determine the approximate number of objects in a set of no more than 1,000 objects.
2-2.2 Represent quantities in word form through twenty.
2-2.3 Represent multiples of ten in word form through ninety.
2-2.4 Compare whole-number quantities through 999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. (Order Numbers to 1000 )
2-2.5 Interpret models of equal grouping (multiplication) as repeated addition and arrays. (Understanding Multiplication )
2-2.6 Interpret models of sharing equally (division) in as repeated subtraction and arrays. (Understanding Division )
2-2.7 Generate strategies to add and subtract pairs of two-digit whole numbers with regrouping. (Long Addition to 1000 , Long Subtraction to 1000 )
2-2.8 Generate addition and subtraction strategies to find missing addends and subtrahends in number combinations through 20. (Missing Term )
2-2.9 Generate strategies to round numbers through 90 to the nearest 10. (Rounding Numbers )
2-2.10 Analyze the magnitude of digits through 9,999 on the basis of their place values. (Place Value to 1000 , Place Value )
Algebra
Standard 2-3: The student will demonstrate through the mathematical processes an understanding of numeric patterns and quantitative and qualitative change.2-3.1 Analyze numeric patterns in skip counting that uses the numerals 1 through 10. (Skip Counting )
2-3.2 Translate patterns into rules for simple multiples. (Function Tables , Function Tables 2 )
2-3.3 Analyze relationships to complete and extend growing and repeating patterns involving numbers, symbols, and objects. (Patterns: Numbers , Patterns: Shapes )
2-3.4 Identify quantitative and qualitative change over time.
2-3.5 Analyze quantitative and qualitative change over time. (Line Graphs )
Geometry
Standard 2-4: The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes.2-4.1 Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each.
2-4.2 Identify multiple lines of symmetry.
2-4.3 Predict the results of combining and subdividing polygons and circles.
Measurement
Standard 2-5: The student will demonstrate through the mathematical processes an understanding of the value of combinations of coins and bills and the measurement of length, weight, time, and temperature.2-5.1 Use a counting procedure to determine the value of a collection of coins and bills. (Counting Money )
2-5.2 Use coins to make change up to one dollar. (Making Change 2 )
2-5.3 Use appropriate tools to measure objects to the nearest whole unit: measuring length in centimeters, feet, and yards; measuring liquid volume in cups, quarts, and gallons; measuring weight in ounces and pounds; and measuring temperature on Celsius and Fahrenheit thermometers.
2-5.4 Generate common measurement referents for feet, yards, and centimeters.
2-5.5 Use common measurement referents to make estimates in feet, yards, and centimeters. (Requires outside materials )
2-5.6 Predict whether the measurement will be greater or smaller when different units are used to measure the same object.
2-5.7 Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval. (Telling Time )
2-5.8 Match a.m. and p.m. to familiar situations.
2-5.9 Recall equivalencies associated with length and time: 12 inches = 1 foot, 3 feet = 1 yard, 60 minutes = 1 hour, and 24 hours = 1 day.
Data Analysis and Probability
Standard 2-6: The student will demonstrate through the mathematical processes an understanding of creating questions to collect data, organizing data, describing trends of a data set, and making predictions based on data.2-6.1 Create survey questions to collect data.
2-6.2 Organize data in charts, pictographs, and tables.
2-6.3 Infer trends in a data set as increasing, decreasing, or random. (Line Graphs )
2-6.4 Predict on the basis of data whether events are more likely or less likely to occur.
Learn more about our online math practice software.
|
"MathScore works."
- John Cradler, Educational Technology Expert |
