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NECAP Grade Level Expectations (GLEs) for Math Grade 2
Clicking on a highlighted term will bring up a definition or description of the term, along with examples that help to exemplify it. The examples are not necessarily aligned to the particular grade, but help to clarify the term being defined.
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Web-based Mathematics GLEsGrade 2 Strands: |
M(N&O)-2-1 Demonstrates conceptual understanding of rational numbers with respect to:whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. | |||
| M(N&O)-2-2 Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "10 more", "10 less", "100 more", or "100 less"; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. | ||||
| M(N&O)-2-3 Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. (See Appendix A.) | ||||
| M(N&O)-2-5 Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). | ||||
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Web-based Math GLEs |
M(G&M)-2-1 Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-measurable or measurable attributes. | |||
| M(G&M)-2-6 Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons. | ||||
| M(G&M)-2-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Benchmarks in Appendix B. | Measures and uses units of measure appropriately and consistently | |||
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M(F&A)-2-1 Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6, ___, 10). | Patterns | ||
| M(F&A)-2-4 Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., ). (limited to one operation and limited to use addition or subtraction) |
Demonstrates conceptual understanding of equality by solving equivalence |
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M(DSP)-2-1 Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-2-2.) | Interprets a given representation | ||
| M(DSP)-2-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal. | Pattern | |||
| M(DSP)-2-4 Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, orsc others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?) | Combination | |||