In Seattle Public Schools, we believe all students have mathematical brilliance. Your child’s teacher seeks to cultivate that brilliance to develop your child into a mathematical thinker and problem solver.  Your child will see who sees the value of math in their life.

Your child will learn and develop mathematical ways of thinking through (mathematical practices). Some examples of math practices are using math to model authentic situations, persevering in solving problems, constructing and critiquing mathematical justifications, and representing mathematical ideas visually. Read more about the Standards for Mathematical Practices.

Effective math instruction begins by building a strong conceptual understanding of how numbers work (number sense).  This is the foundation that leads students towards procedural fluency (using flexible, efficient, and accurate strategies). Effective math instruction includes opportunities for students to apply their understanding and fluency to real-world mathematical problems.

In second grade math , students will build on their 1st grade understanding of the Base-10 number system to:

• Work with numbers up to 1000 and understand the value of each digit
• Use addition and subtraction to solve problems within 100
• Learn addition and subtraction facts within 20
• Understand the relationship between addition and subtraction
• Work with equal groups as a foundation for multiplication
• Understand units of measure, including length, time, and money
• Describe and analyze two-dimensional and three-dimensional shapes based on their attributes

When your child goes to 3rd grade, this knowledge will serve as the foundation for the concepts of multiplication and division, the understanding of fractions, and further problem solving with the four operations.

At home, you can support your child by:

• Playing games that make math fun and engaging using materials such as dice and cards
• Noticing math in the world, such as in nature and while cooking
• Asking questions about their thinking such as, “What were you thinking when you solved this?”