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STANDARDS

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US-VA

Math

Virginia Math

Grade 2: Measurement and Geometry

2.MG.1

The student will reason mathematically using standard units (U.S. Customary) with appropriate tools to estimate, measure, and compare objects by length, weight, and liquid volume to the nearest whole unit.

2.MG.1.a

Explain the purpose of various measurement tools and how to use them appropriately by:

2.MG.1.a.i

identifying a ruler as an instrument to measure length;

2.MG.1.a.ii

identifying different types of scales as instruments to measure weight; and
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2.MG.1.a.iii

identifying different types of measuring cups as instruments to measure liquid volume.
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2.MG.1.b

Use U.S. Customary units to estimate, measure, and compare the two for reasonableness:

2.MG.1.b.i

the length of an object to the nearest inch, using a ruler;

2.MG.1.b.ii

the weight of an object to the nearest pound, using a scale; and
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2.MG.1.b.iii

the liquid volume of a container to the nearest cup, using a measuring cup.
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2.MG.2

The student will demonstrate an understanding of the concept of time to the nearest five minutes, using analog and digital clocks.

2.MG.2.a

Identify the number of minutes in an hour (60 minutes) and the number of hours in a day (24 hours).
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2.MG.2.b

Determine the unit of time (minutes, hours, days, or weeks) that is most appropriate when measuring a given activity or context and explain reasoning (e.g., Would you measure the time it takes to brush your teeth in minutes or hours?).
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2.MG.2.c

Show, tell, and write time to the nearest five minutes, using analog and digital clocks.

2.MG.2.d

Match a written time (e.g., 1:35, 6:20, 9:05) to the time shown on an analog clock to the nearest five minutes.

2.MG.3

The student will identify, describe, and create plane figures (including circles, triangles, squares, and rectangles) that have at least one line of symmetry and explain its relationship with congruency.

2.MG.3.a

Explore a figure using a variety of tools (e.g., paper folding, geoboards, drawings) to show and justify a line of symmetry, if one exists.
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2.MG.3.b

Create figures with at least one line of symmetry using various concrete and pictorial representations.
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2.MG.3.c

Describe the two resulting figures formed by a line of symmetry as being congruent (having the same shape and size).
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2.MG.4

The student will describe, name, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms).

2.MG.4.a

Trace faces of solid figures (cubes and rectangular prisms) to create the set of plane figures related to the solid figure.

2.MG.4.b

Compare and contrast models and nets (cutouts) of cubes and rectangular prisms (e.g., number and shapes of faces, edges, vertices).
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2.MG.4.c

Given a concrete or pictorial model, name and describe the solid figure (sphere, cube, and rectangular prism) by its characteristics (e.g., number of edges, number of vertices, shapes of faces).
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2.MG.4.d

Compare and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms) according to their characteristics (e.g., number and shapes of their faces, edges, vertices).