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 Math
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 Critical Thinking
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LearnZillion: 2nd Grade Math
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LearnZillion's 2nd Grade Math offering is a series of video lessons that are aligned to several Grade 2 Common Core math standards. As with all videos on LearnZillion, each one begins with an objective, a brief review of prerequisite skills, and clarification of some common misconceptions. Lessons then proceed with direct instruction and supporting whiteboardstyle graphics. Videos are brief enough to keep secondgraders interested, yet detailed enough to cover important skills. The examples and drawings help explain concepts in an ageappropriate way.
To use these in your classroom, find a lesson that aligns to your instruction  there should be plenty of options. For example, if kids are getting ready to learn about quadrilaterals, assign the video, "Identify quadrilaterals." As you introduce kids to a skill, have them watch the video in small groups. Afterward, come together as a class and discuss the lesson in more detail, encouraging kids to share what they learned. Since the videos are short, you could have kids watch again for an endofclass review. Even without device access for every student, you can still use the resource for wholeclass instruction, or even for lesson ideas and inspiration.
Full Disclosure: LearnZillion and Common Sense Education share funders; however, those relationships do not impact Common Sense Education's editorial independence and this learning rating.
Continue reading Show lessKey Standards Supported
Geometry
 2.G.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
 2.G.2
Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
 2.G.3
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Measurement And Data
 2.MD.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
 2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
 2.MD.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent wholenumber sums and differences within 100 on a number line diagram.
 2.MD.10
Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple put together, takeapart, and compare problems4 using information presented in a bar graph.
 2.MD.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
 2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Number And Operations In Base Ten
 2.NBT.1
Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
 2.NBT.1.b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
 2.NBT.2
Count within 1000; skipcount by 5s, 10s, and 100s.
 2.NBT.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
 2.NBT.6
Add up to four twodigit numbers using strategies based on place value and properties of operations.
 2.NBT.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
 2.NBT.8
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
 2.NBT.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.3
Operations And Algebraic Thinking
 1.OA.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
 1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
 1.OA.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 1.OA.3
Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
 1.OA.4
Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
 1.OA.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
 1.OA.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
 2.OA.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers.
 2.OA.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
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