South Carolina State Standards for Mathematics: Grade 2

SC.2-1 Mathematical Processes: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.

2-1.1 Apply substantive mathematical problem-solving strategies.

2-1.2 Generate conjectures and exchange mathematical ideas.

2-1.3 Explain and justify answers to simple problems.

2-1.4 Analyze patterns by reasoning systematically.

2-1.5 Generalize mathematical concepts.

2-1.6 Use a variety of forms of mathematical communication.

2-1.7 Generalize connections among mathematics, the environment, and other subjects.

2-1.8 Use multiple informal representations to convey mathematical ideas.

SC.2-2 Numbers and Operations: The student will demonstrate through the mathematical processes an understanding of the base-ten numeration system; place values; and accurate, efficient, and generalizable methods of adding and subtracting whole numbers.

2-2.1 Generate estimation strategies to determine the approximate number of objects in a set of no more than 1,000 objects.

2-2.2 Represent quantities in word form through twenty.

2-2.3 Represent multiples of ten in word form through ninety.

2-2.4 Compare whole-number quantities through 999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =.

2-2.5 Interpret models of equal grouping (multiplication) as repeated addition and arrays.

2-2.6 Interpret models of sharing equally (division) in as repeated subtraction and arrays.

2-2.7 Generate strategies to add and subtract pairs of two-digit whole numbers with regrouping.

2-2.8 Generate addition and subtraction strategies to find missing addends and subtrahends in number combinations through 20.

2-2.9 Generate strategies to round numbers through 90 to the nearest 10.

2-2.10 Analyze the magnitude of digits through 9,999 on the basis of their place values.

SC.2-3 Algebra: The student will demonstrate through the mathematical processes an understanding of numeric patterns and quantitative and qualitative change.

2-3.1 Analyze numeric patterns in skip counting that uses the numerals 1 through 10.

2-3.2 Translate patterns into rules for simple multiples.

2-3.3 Analyze relationships to complete and extend growing and repeating patterns involving numbers, symbols, and objects.

2-3.4 Identify quantitative and qualitative change over time.

2-3.5 Analyze quantitative and qualitative change over time.

SC.2-4 Geometry: The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes.

2-4.1 Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each.

2-4.2 Identify multiple lines of symmetry.

2-4.3 Predict the results of combining and subdividing polygons and circles.

SC.2-5 Measurement: The student will demonstrate through the mathematical processes an understanding of the value of combinations of coins and bills and the measurement of length, weight, time, and temperature.

2-5.1 Use a counting procedure to determine the value of a collection of coins and bills.

2-5.2 Use coins to make change up to one dollar.

2-5.3 Use appropriate tools to measure objects to the nearest whole unit: measuring length in centimeters, feet, and yards; measuring liquid volume in cups, quarts, and gallons; measuring weight in ounces and pounds; and measuring temperature on Celsius and Fahrenheit thermometers.

2-5.4 Generate common measurement referents for feet, yards, and centimeters.

2-5.5 Use common measurement referents to make estimates in feet, yards, and centimeters.

2-5.6 Predict whether the measurement will be greater or smaller when different units are used to measure the same object.

2-5.7 Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.

2-5.8 Match a.m. and p.m. to familiar situations.

2-5.9 Recall equivalencies associated with length and time: 12 inches = 1 foot, 3 feet = 1 yard, 60 minutes = 1 hour, and 24 hours = 1 day.

SC.2-6 Data Analysis and Probability: The student will demonstrate through the mathematical processes an understanding of creating questions to collect data, organizing data, describing trends of a data set, and making predictions based on data.

2-6.1 Create survey questions to collect data.

2-6.2 Organize data in charts, pictographs, and tables.

2-6.3 Infer trends in a data set as increasing, decreasing, or random.

2-6.4 Predict on the basis of data whether events are more likely or less likely to occur.