2nd graders-What is yours doing in math?

[princesspumpkin]

Help! Can you please tell me what your 2nd grader is doing in math right now! I really feel that my daughter's 2nd grade math is moving too slowly. I've talked to some friends and found that my daughter's class is about 2-3 months behind everyone else's (and she's in private school). I thought that if I went to the teacher and principal with examples of what other kids around the country were doing, then I'd have a leg to stand on. I don't think that my child is smarter than everyone else in class, I just think that the class as a whole should be further along than they are and I want her to be prepared for the mandatory testing that's about to happen in 4 week. Thanks

 

[Pembo]

My ds's school teaches Saxon Math. His main skill right now is Subtracting with regrouping. But he also has a few problems with fractions, greater than/less than, and money.

 

[momm2four]

When I was homeschooling, we started the year off with addition/subtraction with regrouping, measurement, money, fractions, and multiplication/mult. facts. We were using Singapore Math, Level 2.

Now that the boys are back in public school, we use Everyday Math (against the wishes of most teachers I know) and my second grader is doing subtraction w/regrouping, simple fractions, problem solving, money, memorization of subtraction facts, money and some measurement.

Lori P.

 

[gymnasticsmom68]

They're spending a lot of time doing fractions right now.

 

[melk]

My second grader is doing fractions, addition of double digit numerals, money and time.

 

[buzzlady]

DS has done subtraction regrouping, money, simple multiplication by counting by 2s, 5s, 10s. They worked on time this week.

 

[phamton]

Here are the national standards. It doesn't list just 2nd grade but lumps it with pre-K through 2nd. I will list prek-2nd but if you would like to look at 3rd grade also it is at: http://standards.nctm.org/

Number sense:
• count with understanding and recognize "how many" in sets of objects; • use multiple models to develop initial understandings of place value and the base-ten number system; • develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections; • develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers; • connect number words and numerals to the quantities they represent, using various physical models and representations; • understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

Algebra:
• sort, classify, and order objects by size, number, and other properties; • recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another; • analyze how both repeating and growing patterns are generated.

Geometry:
• recognize, name, build, draw, compare, and sort two- and three-dimensional shapes; • describe attributes and parts of two- and three-dimensional shapes; • investigate and predict the results of putting together and taking apart two- and three-dimensional shapes.

Measurement:
• recognize the attributes of length, volume, weight, area, and time; • compare and order objects according to these attributes; • understand how to measure using nonstandard and standard units; • select an appropriate unit and tool for the attribute being measured.

Data analysis and probability:
• pose questions and gather data about themselves and their surroundings; • sort and classify objects according to their attributes and organize data about the objects; • represent data using concrete objects, pictures, and graphs.

Problem Solving
Instructional programs from prekindergarten through grade 12
should enable all students to—
• Build new mathematical knowledge through problem solving
• Solve problems that arise in mathematics and in other contexts
• Apply and adapt a variety of appropriate strategies to solve problems
• Monitor and reflect on the process of mathematical problem solving

Reasoning and Proof
Instructional programs from prekindergarten through grade 12 should enable
all students to—
• Recognize reasoning and proof as fundamental aspects of mathematics
• Make and investigate mathematical conjectures
• Develop and evaluate mathematical arguments and proofs
• Select and use various types of reasoning and methods of proof

Communication
Instructional programs from prekindergarten through grade 12 should enable
all students to—
• Organize and consolidate their mathematical thinking through communication
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
• Analyze and evaluate the mathematical thinking and strategies of others;
• Use the language of mathematics to express mathematical ideas precisely.

Connections
Instructional programs from prekindergarten through grade 12 should enable
all students to—
• Recognize and use connections among mathematical ideas
• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
• Recognize and apply mathematics in contexts outside of mathematics

Representation
Instructional programs from prekindergarten through grade 12 should enable
all students to—
• Create and use representations to organize, record, and communicate mathematical ideas
• Select, apply, and translate among mathematical representations to solve problems
• Use representations to model and interpret physical, social, and mathematical phenomena


Now if most of this is clear as mud (it made my eyes glaze over and I'm a teacher.) Go here for examples to see if you child can do some or most of this. It has E-examples: http://standards.nctm.org/document/eexamples/index.htm#Pre-K-2

 

[browneyes]

My ds is in the 2nd grade. He's doing double digit adding/subtracting, fractions, symmetry, word problems, measuring units, moving figures, comparison of objects, etc. They worked on money and time at the beginning of the year. He's doing algebra and geometry already and doesn't even realize it.

 

[tiggerlover]

My DS's teacher is really big into the mad minute. You get a page of 40 problems and you have 1 minutes to get them done. If you do 20 problems and the 5th one is wrong you only get credit for getting 4 right. They do this for addition and subtraction and in my DS's case multiplication (DS is in a 2/3 combo class and he is the only 2nd grader doing the multiplication).

He has worked on regrouping, time, measurement, money, comparison of objects and word problems. So far this year they have not addressed fractions to the best of my knowledge.

 

[princesspumpkin]

My daughter just started addition of single and double digits. At this time last year in the 1st grade, they were at exactly the same spot. When I saw this pattern at the beginning of the year and questioned it, I was told that 2nd grade was a lot of review. Well, it has been all review! Last year at this time, they were just starting double digit addition, then borrowing and regrouping. They just completed money, which they did at the same time last year. With only 16 kids in the class, I expected it to move along a little faster, especially since they did all of this last year. I thought that the first 1-2 months would be review and then they would move on at the same pace as they did in the 1st grade, but it's not going that way. Now I'm afraid that if/when I put her in public school next year, that she'll be behind.

 

[shortbun]

DS's class is doing fractions, multiplication,solve for X and
proof. They just finished making change, up to 3 digit subtraction
with carrying and make your own word problems. Of course, the
kids all get this on different levels depending on their ability.
Some use calculators, some do it all alone. They were adding
and subtracting $ amounts too. That was hard for most of them
because of the "." For some reason, it really threw them.

 

[Pooh93]

My dd has been doing the minute math tests also. Most of the year has been spent on math facts to 20, money, 2-3 digit addition and she just finished 2 digit subtraction with regrouping. (I was the one confused at first with the term "regrouping," whatever ever happened to "borrowing" and "carrying?" ) They are going to do time next, but I figure the class should move quickly through that concept.

Interesting thread. I've been wondering if dd's school is behind in math.

 

[goodstarr]

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