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I've worked as a math interventionist in K-4 for many years. Second graders who benefit from intervention often need additional instruction and practice with "Numbers within 100 or 120" (place value of tens/ones, counting by 10s from any number, number sense such as one more/less, 10 more/less, language such as before/after/between, counting backwards, expanding form). These students sometimes struggle with fact fluency, indicating a breakdown in understanding composing and decomposing numbers. For example, we do many activities involve finding the pairs of numbers that make 10, or 9 or 8 etc. Lastly, in Common Core there is a large depth of understanding of money and time in second grade, both of which can be challenging topics.
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