Grade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards

Grade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards The Missouri Mathematics Core Academic Standards Grade 2 Vocabulary Cards (Draft) are aligned to explicit mathematical terms included in the Mathematics Core Academic Standards (CAS). The cards are intended to add clarity to the Mathematics CAS and to help all second grade students including ELL, Gifted and Talented, Special Education, and Regular Education students with relevant mathematics vocabulary. The words and illustrations on the cut-apart cards will aid the teacher in providing student friendly definitions relevant to specific CAS that are referenced on each card. 2012 Missouri Department of Elementary and Secondary Education a.m. Missouri Mathematics Core Academic Standards 2.MD.7 http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/pages/mathematicsvocabulary.aspx a.m. begins after midnight and ends at noon Add-to Situations Result Unknown Change Unknown Start Unknown add-to Two bunnies s on th grass. Three more bunnie hopped there Missouri Mathematics Core Academic Standards 2.OA.1

add addition + Missouri Mathematics Core Academic Standards 2.OA.1, 2.OA.2, 2.OA.4; 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9; 2.MD.5 145 + 23 = 168 addend 23 + 61 + 48 + 37 = 169 Missouri Mathematics Core Academic Standards 2.OA.3, 2.OA.4 706 amounts 7 hundreds, 0 tens, 6 ones Missouri Mathematics Core Academic Standards 2.NBT.1 amount of hundreds = 7 amount of tens = 0 amount of ones = 6

analog clock Missouri Mathematics Core Academic Standards 2.MD.7 angle Missouri Mathematics Core Academic Standards 2.G.1 array Missouri Mathematics Core Academic Standards 2.OA.4 5 rows of 4 3 rows of 4 crayons squares

attributes Missouri Mathematics Core Academic Standards 2.G.1 six equal faces five angles Favorite Juice bar graph Missouri Mathematics Core Academic Standards 2.MD.10 Number of Students 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Fruit Punch Grape Apple Orange Juices thousands hundreds tens ones base-ten 1 thousand = 10 hundreds Missouri Mathematics Core Academic Standards 2.NBT.3 1 hundred = 10 tens 1 ten = 10 ones

bundle Missouri Mathematics Core Academic Standards 2.NBT.1.a 10 bundles of 10 = 1 hundred = 100 Favorite Juice category Missouri Mathematics Core Academic Standards 2.MD.10 Number of Students 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Fruit Punch Grape Apple Orange Juices centimeter Missouri Mathematics Core Academic Standards 2.MD.3

cents 1 5 Missouri Mathematics Core Academic Standards 2.MD.8 10 25 circle Missouri Mathematics Core Academic Standards 2.G.3 1 2 3 4 column Missouri Mathematics Core Academic Standards 2.OA.4; 2.G.2 There are 4 columns.

Compare Situations Difference Unknown Bigger Unknown Smaller Unknown compare ( How many more? version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (Version with more ): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have? (Version with more ): Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have? Missouri Mathematics Core Academic Standards 2.OA.1; 2.MD.10 ( How many fewer? version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? (Version with fewer ): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have? (Version with fewer ): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 2 +? = 5, 5 2 =? 2 + 3 =?, 3 + 2 =? 5 3 =?,? + 3 = 5 Common Core State Standards for Mathematics Glossary, Table 1 p. 88 325 < 352 compare 689 = 689 Missouri Mathematics Core Academic Standards 2.NBT.4 417 > 147 425 + 368 = compose Missouri Mathematics Core Academic Standards 2.NBT.7 compose a ten 793

count within 1,000 Missouri Mathematics Core Academic Standards 2.NBT.2 687, 688, 689, 690, 691 426, 427, 428, 429, 430 996, 997, 998, 999, 1,000 cube Missouri Mathematics Core Academic Standards 2.G.1 data Missouri Mathematics Core Academic Standards 2.MD.10 Favorite Juice Fruit Punch 6 Grape 8 Apple 14 Orange 2

425 271 = 425 = decompose Missouri Mathematics Core Academic Standards 2.NBT.7 decompose a hundred now subtract 154 76 27 = 49 difference -1-6 -20 Missouri Mathematics Core Academic Standards 2.MD.6 49 50 56 76 difference Missouri Mathematics Core Academic Standards 2.MD.4

digit 692 three-digit number What is the value of the digit in the tens place? Missouri Mathematics Core Academic Standards 2.OA.2; 2.NBT.1, 2.NBT.4, 2.NBT.6, 2.NBT.7 90 digital clock Missouri Mathematics Core Academic Standards 2.MD.7 dimes Missouri Mathematics Core Academic Standards 2.MD.8 front back 10 each

dollar front $ Missouri Mathematics Core Academic Standards 2.MD.8 back $1 or 100 342 drawing Missouri Mathematics Core Academic Standards 2.OA.1; 2.NBT.7; 2.MD.5; 2.G.1 Draw a picture to represent 342. equal shares 2 equal shares 3 equal shares 4 equal shares Missouri Mathematics Core Academic Standards 2.G.3

equal addends Missouri Mathematics Core Academic Standards 2.OA.4 1 + 1 = 2 2 + 2 = 4 3 + 3 = 6 4 + 4 = 8 5 + 5 = 10 6 + 6 = 12 7 + 7 = 14 8 + 8 = 16 9 + 9 = 18 The total is a sum of two equal addends. equation Missouri Mathematics Core Academic Standards 2.OA.1, 2.OA.3, 2.OA.4; 2.MD.5 http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/pages/mathematicsvocabulary.aspx estimate Missouri Mathematics Core Academic Standards 2.MD.3 (not drawn to scale) About how many inches long is a new crayon?

even number Missouri Mathematics Core Academic Standards 2.OA.3 8 expanded form 375 = 3 hundreds + 7 tens + 5 ones 375 = 300 + 70 + 5 Missouri Mathematics Core Academic Standards 2.NBT.3 face Missouri Mathematics Core Academic Standards 2.G.1 A cube has 6 faces.

feet Missouri Mathematics Core Academic Standards 2.MD.3 fewer Missouri Mathematics Core Academic Standards 2.OA.1 Lucy has twenty-five apples. Julie has seventeen apples. How many fewer (less) apples does Lucy have than Julie? 17 + = 25 or 25 17 = Common Core State Standards for Mathematics Glossary, Table 1 p. 88 fluency fluently I know the sums to 20 and I can easily add and subtract within 100. Missouri Mathematics Core Academic Standards 2.OA.2; 2.NBT.5

fourths fourth of Missouri Mathematics Core Academic Standards 2.G.3 > greater than more than 928 > 487 Missouri Mathematics Core Academic Standards 2.NBT.4 halves half of Missouri Mathematics Core Academic Standards 2.G.3

hexagon Missouri Mathematics Core Academic Standards 2.G.1 horizontal scale Missouri Mathematics Core Academic Standards 2.MD.9 How many? Missouri Mathematics Core Academic Standards 2.MD.8 How many cents? 23

hundreds tens ones Missouri Mathematics Core Academic Standards 2.NBT.1, 2.NBT.1.b, 2.NBT.4, 2.NBT.7 inch Missouri Mathematics Core Academic Standards 2.MD.3 12 inches = 1 foot length Missouri Mathematics Core Academic Standards 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.5, 2.MD.6, 2.MD.9 (not drawn to scale) The length of the pencil is 8 inches long.

< 529 < 836 less than fewer than Missouri Mathematics Core Academic Standards 2.NBT.4 line plot Missouri Mathematics Core Academic Standards 2.MD.9 Ben s Shoe John s Shoe longer Missouri Mathematics Core Academic Standards 2.MD.4 Compare the length of two shoes. How much longer is John s shoe than Ben s shoe? centimeters

measure standard units Missouri Mathematics Core Academic Standards 2.MD.1, 2.MD.2, 2.MD.4 measuring tape Missouri Mathematics Core Academic Standards 2.MD.1 Counting on 8 + 2 = ; 8, 9, 10 mental strategies Making ten 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14 Decomposing a number leading to a ten 13 4 = 13 3 1 = 10 1 = 9 Using the relationship between addition and subtraction knowing that 8 + 4 = 12, one knows 12 8 = 4 Missouri Mathematics Core Academic Standards 2.OA.2/1.OA.6 Creating equivalent but easier or known sums adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

100 cm = 1 m meter meter stick Missouri Mathematics Core Academic Standards 2.MD.1 0 10 20 30 40 50 60 70 80 90 100 cm (not drawn to scale) minutes Missouri Mathematics Core Academic Standards 2.MD.7 model Missouri Mathematics Core Academic Standards 2.NBT.7

nickels front back Missouri Mathematics Core Academic Standards: 2.MD.8 5 each number line diagram 83-5 = 78 Missouri Mathematics Core Academic Standards 2.MD.6 number names Missouri Mathematics Core Academic Standards 2.NBT.3 two hundred forty three hundred seven eighty-six one hundred fifty-nine one thousand

340 6 numerals 1,000 Missouri Mathematics Core Academic Standards: 2.NBT.3 59 827 odd number Missouri Mathematics Core Academic Standards 2.OA.3 7 partition Missouri Mathematics Core Academic Standards 2.G.3

pennies Missouri Mathematics Core Academic Standards 2.MD.8 front back 1 each pentagon Missouri Mathematics Core Academic Standards 2.G.1 picture Favorite Ice Cream Flavors graph Choc Chip Chocolate Strawberry Vanilla Missouri Mathematics Core Academic Standards 2.MD.10 KEY: Each stands for 1 student

place value hundreds Tens ones 3 7 5 375 = 3 hundreds + 7 tens + 5 ones 375 = 3 hundreds + 6 tens + 15 ones Missouri Mathematics Core Academic Standards 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9 375 = 2 hundreds + 16 tens + 5 ones p.m. http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/pages/mathematicsvocabulary.aspx Missouri Mathematics Core Academic Standards 2.MD.7 p.m. starts after noon and ends at midnight points on a number line Missouri Mathematics Core Academic Standards 2.MD.6

properties of operations Missouri Mathematics Core Academic Standards 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.9 Associative Property of Addition (a+b) + c = a + (b + c) (7 + 6) + 4 = 7 + (6 + 4) grouping Commutative Property of Addition a + b = b + a 3 + 5 = 5 + 3 order Common Core State Standards for Mathematics Glossary, Table 3 p. 90 Put-together/Take-apart Situations put- Total Unknown Addend Unknown Both Addends Unknown together Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 =? Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 +? = 5, 5 3 =? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 = 4 + 1 5 = 2 + 3, 5 = 3 + 2 Missouri Mathematics Core Academic Standards 2.OA.1: 2.MD.10 Common Core State Standards for Mathematics Glossary, Table 1 p. 88 quadrilateral Missouri Mathematics Core Academic Standards 2.G.1

quarters Missouri Mathematics Core Academic Standards 2.MD.8 front back 25 each rectangle Missouri Mathematics Core Academic Standards 2.G.2, 2.G.3 15 relationship between addition and subtraction 9 6 Missouri Mathematics Core Academic Standards 2.NBT.5, 2.NBT.7 9 + 6 = 15 6 + 9 = 15 15 6 = 9 15 9 = 6

1 2 row Missouri Mathematics Core Academic Standards 2.OA.4; 2.G.2 3 4 5 There are 5 rows. 12 inches ruler Missouri Mathematics Core Academic Standards 2.MD.1 (not drawn to scale) about 30 cm scale Missouri Mathematics Core Academic Standards 2.MD.9, 2.MD.10 CCSS Measurement and Data Progression, http://commoncoretools.me/category/progressions/

shapes Missouri Mathematics Core Academic Standards 2.G.1 2, 4, 6, 8 skipcounting 5, 10, 15, 20 10, 20, 30, 40 Missouri Mathematics Core Academic Standards 2.OA.3; 2.NBT.2 100, 200, 300, 400 inch standard unit of measure Missouri Mathematics Core Academic Standards 2.MD.4 foot centimeter meter

subtract subtraction - Missouri Mathematics Core Academic Standards 2.OA.2; 2.NBT.5, 2.NBT.7, 2.NBT.8, 2.NBT.9; 2.MD.5 278 130 = 148 sum + 5 = 13 Missouri Mathematics Core Academic Standards: 2.OA.2, 2.OA.3, 2.OA.4; 2.MD.6 8 + - symbol < = > Missouri Mathematics Core Academic Standards 2.OA.1; 2.NBT.4; 2.MD.5?

Put-together/Take-apart Situations Total Unknown Addend Unknown Both Addends Unknown take-apart Three red apples and two green apples are on the table. How many apples are on the table? Five apples are on the table. Three are red and the rest are green. How many apples are green? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? Missouri Mathematics Core Academic Standards 2.OA.1; 2.MD.10 3 + 2 =? 3 +? = 5 5 3 =? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 = 4 + 1 5 = 2 + 3, 5 = 3 + 2 Common Core State Standards for Mathematics Glossary, Table 1 p. 88 Take-from Situations Result Unknown Change Unknown Start Unknown take-from Missouri Mathematics Core Academic Standards 2.OA.1 Five apples were on the table. I ate two apples. How many apples are on the table now? Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? 5 2 =? 5? = 3? 2 = 3 Common Core State Standards for Mathematics Glossary, Table 1 p. 88 thirds third of Missouri Mathematics Core Academic Standards 2.G.3

time Missouri Mathematics Core Academic Standards 2.MD.7 http://www.learnenglish.be/voc1_time_study.htm tools Missouri Mathematics Core Academic Standards 2.MD.1 1 2 3 4 4 5 6 7 8 4 9 10 11 12 4 total Missouri Mathematics Core Academic Standards 2.OA.4; 2.G.2 13 14 15 16 4 17 18 19 20 4 count OR add equal addends 4 + 4 + 4 + 4 + 4 = 20 The total number of squares is 20.

triangle Missouri Mathematics Core Academic Standards 2.G.1 75-32 = unknowns in all positions 49 + = 86 Missouri Mathematics Core Academic Standards 2.OA.1; 2.MD.5? + 51 = 94 whole Missouri Mathematics Core Academic Standards 2.G.3

whole numbers 0, 1, 2, 3, 4 Missouri Mathematics Core Academic Standards 2.MD.6, 2.MD.9 word problem If you have 2 dimes and 3 pennies, how many cents do you have? Missouri Mathematics Core Academic Standards 2.OA.1; 2.MD.5 Common Core State Standards for Mathematics, p. 20 yardstick (not drawn to scale) Missouri Mathematics Core Academic Standards 2.MD.1 1 yard = 36 inches 1 yard = 3 feet