# State Curriculum: Mathematics Grade 2

 Document Date: June 2004 PK–3 Acrobat 104k Ms Word 195k 3–8 Acrobat 300k Ms Word 398k View Glossary -

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

A.

### Indicator

• 1. Identify, describe, extend, and create numeric patterns

### Objectives

1. Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100
1. Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number
1. Recognize a function table as a relationship between numbers
1. Complete a function table with a given one-operation rule (+, -) using whole numbers

### Indicator

• 2. Identify, copy, describe, create, and extend nonnumeric patterns

### Objectives

1. Represent and analyze growing patterns that start at the beginning and show no more than 3 levels, and ask for the next level, using symbols, shapes, designs, and pictures
1. Represent and analyze repeating patterns using 3 different objects in the core of the pattern
1. Transfer a repeating pattern from one medium to 2 different media using no more than 3 different objects in the core of the pattern such as: red, green, red, green, ... A, B, A, B, ... , , , , ...

B.

### Indicator

• 1. Write and identify expressions

### Objectives

1. Represent numeric quantities using operational symbols (+, -) and whole numbers to 25

### Indicator

• 2. Identify, write, and solve equations and inequalities

### Objectives

1. Represent relationships using appropriate relational symbols (>, <, =) and operational symbols (+, -) with whole numbers to 100
1. Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers up to 50

C.

### Indicator

• 1. Locate points on a number line

### Objectives

1. Represent whole numbers up to 100 on a number line

## Standard 2.0 Knowledge of Geometry

A.

### Indicator

• 1. Recognize and apply the properties/attributes of plane geometric figures

### Objectives

1. Identify and describe sides and corners
1. Identify and describe quadrilaterals such as: squares, rectangles, rhombi
1. Identify and describe polygons by the number of sides such as: triangles, squares, rectangles, hexagons, octagons
1. Combine and subdivide squares, triangles, and rectangles to identify a new shape

B.

### Indicator

• 1. Analyze the properties of solid geometric figures

### Objectives

1. Compare two- and three-dimensional shapes such as: square to a cube, square and rectangle to a rectangular prism.

C.

### Indicator

• 1. Represent plane geometric figures

### Objectives

1. Sketch plane figures

D.

### Indicator

• 1. Compare congruent figures

### Objectives

1. Describe congruent figures as having the same size and shape

E.

### Objectives

1. Apply visualization and spatial reasoning in activities such as: tangrams
1. Identify and demonstrate slides, flips, and turns

### Indicator

• 2. Analyze geometric figures and pictures

### Objectives

1. Recognize that basic shapes have several lines of symmetry
1. Demonstrate symmetry in basic shapes and pictures by drawing 2 lines of symmetry

## Standard 3.0 Knowledge of Measurement

A.

### Indicator

• 1. Read customary and metric measurement units

### Objectives

1. Read the scale on a ruler to identify length, in inches
1. Tell time in intervals of 5 minutes using an analog clock
1. Compare the same time on analog and digital clocks
1. Read a thermometer to the nearest 5° (°F and °C) on a thermometer with a scale of 10° intervals
1. Identify and compare the weight of objects to the nearest pound

B.

### Indicator

• 1. Measure in customary and metric units

### Objectives

1. Measure length of objects and pictures of objects using a ruler or tape measure to the nearest inch, centimeter, and foot
1. Measure capacity of objects using cup, pint, quart, liter, and gallon
1. Measure objects to the nearest pound and kilogram
1. Select and use appropriate units of measure for length/height, weight, and capacity

C.

### Indicator

• 1. Apply measurement concepts

### Objectives

1. Develop the concept of perimeter by counting units around a picture or geometric shape
1. Develop the concept of area by counting square units within a picture or geometric shape

### Objectives

1. Recognize equivalent units of 12 inches = 1 foot

## Standard 4.0 Knowledge of Statistics

A.

### Indicator

• 1. Collect, organize, and display data

### Objectives

1. Collect data by conducting surveys
1. Collect data in tables
1. Organize and display data to make pictographs using scales of 1:1 and 2:1
1. Organize and display data to make single bar graphs

B.

### Indicator

• 1. Analyze data

### Objectives

1. Interpret data contained in tables
1. Interpret data contained in pictographs using scales of 1:1 and 2:1
1. Interpret data contained in single bar graphs using a variety of categories and intervals of 1, 2, 5, and 10

## Standard 5.0 Knowledge of Probability

A.

### Indicator

• 1. Identify possible outcomes

### Objectives

1. Identify some possible outcomes that make up the sample space such as on a number cube rolling a 2

## Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

A.

### Objectives

1. Use concrete materials to compose and decompose quantities up to 100
1. List multiple representations for a number
1. Develop a sense of the size of a number in relation to other numbers
1. Use the numbers of 10, 50, and 100 as anchors in relationship to other numbers
1. Read, write, and represent whole numbers using models, symbols, and words through 1000
1. Express whole numbers up to 999 using expanded form
1. Identify the place value of a digit in whole numbers up to 999
1. Compare and order whole numbers up to 999 using words and relational symbols ( >, <, =)
1. Estimate quantities up to 100 using a reference point such as 10 and the terminology "about"
1. Count forward by 2s, 5s, and 10s starting with numbers other than one
1. Count backward by 2s, 5s, and 10s from a multiple of that number
1. Use ordinal numbers to indicate position up to thirty-first

### Indicator

• 2. Apply knowledge of fractions

### Objectives

1. Read, write, and represent fractions as parts of a single region using symbols or models with denominators of 2, 3, or 4
1. Read, write, and represent halves or fourths as parts of a set using symbols, words, and models

### Indicator

• 3. Apply knowledge of money

### Objectives

1. Determine the value of a given set of mixed currency up to \$10
1. Represent money amounts up to \$10
1. Compare the value of 2 sets of mixed currency up to \$10

B.

### Indicator

• 1. Apply number relationships

### Objectives

1. Build and describe models of even and odd numbers using concrete materials, and discuss the models

C.

### Indicator

• 1. Analyze number relations and compute

### Objectives

1. Demonstrate proficiency with addition and subtraction basic facts using a variety of strategies
1. Add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100
1. Subtract whole numbers with no more than 2 digits in the minuend or the subtrahend
1. Solve word problems based on addition or subtraction situations
1. Write word problems for addition and subtraction situations
1. Add and subtract money amounts up to \$1
1. Apply the concept of inverse operations to addition and subtraction
1. Build equal groups to model multiplication
1. Build groups that share equally for division

### Objectives

1. Determine the reasonableness of sums and differences

## Standard 7.0 Processes of Mathematics

A.

### Indicator

• 1. Apply a variety of concepts, processes, and skills to solve problems

### Objectives

1. Identify the question in the problem
1. Decide if enough information is present to solve the problem
1. Make a plan to solve a problem
1. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Identify alternative ways to solve a problem
1. Show that a problem might have multiple solutions or no solution
1. Extend the solution of a problem to a new problem situation

B.

### Indicator

• 1. Justify ideas or solutions with mathematical concepts or proofs

### Objectives

1. Use inductive or deductive reasoning
1. Make or test generalizations
1. Support or refute mathematical statements or solutions
1. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

C.

### Indicator

• 1. Present mathematical ideas using words, symbols, visual displays, or technology

### Objectives

1. Use multiple representations to express concepts or solutions
1. Express mathematical ideas orally
1. Explain mathematically ideas in written form
1. Express solutions using concrete materials
1. Express solutions using pictorial, tabular, graphical, or algebraic methods
1. Explain solutions in written form
1. Give or use feedback to revise mathematical thinking

D.

### Indicator

• 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

### Objectives

1. Identify mathematical concepts in relationship to other mathematical concepts
1. Identify mathematical concepts in relationship to other disciplines
1. Identify mathematical concepts in relationship to life
1. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004