# Arkansas State Standards for Mathematics: Grade 2

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AR.NO.1. Number and Operations: Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems

NO.1.2.1. Whole Numbers: Use efficient strategies to count a given set of objects in groups of 2s and 5s to 100 and in groups of 3s to 30

NO.1.2.2. Whole Numbers: Represent a whole number in multiple ways using composition and decomposition

NO.1.2.3. Whole Numbers: Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 100 with and without appropriate technology

NO.1.2.4. Whole Numbers: Represent numbers to 100 in various forms

NO.1.2.5. Whole Numbers: Use multiple models to represent understanding of place value including hundreds

NO.1.2.6. Whole Numbers: Determine relative position using ordinal numbers (first through eighteenth)

NO.1.2.7. Whole Numbers: Compare 2 numbers, less than 100 using numerals and =, <, > with and without appropriate technology

NO.1.2.8. Rational Numbers: Communicate the relative position of any number less than 100 (27 is greater than 25 and less than 30)

NO.1.2.9. Rational Numbers: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models

NO.1.2.10. Rational Numbers: Utilize models to recognize that a fractional part can mean different amounts depending on the original quantity

AR.NO.2. Number and Operations: Properties of Number Operations: Students shall understand meanings of operations and how they relate to one another

NO.2.2.1. Number Theory: Count on (forward) and back (backward) on a number line and a 100's chart starting at any whole number up to 100

NO.2.2.2. Number Theory: Model and use the commutative property for addition

NO.2.2.3. Number Theory: Develop an understanding of the associative property of addition using objects

NO.2.2.4. Number Theory: Apply number theory: Determine if a 2-digit number is odd or even; use the terms sum, addends, and difference in an appropriate context (2+3=5, 2 and 3 are addends; 5 is a sum)

NO.2.2.5. Whole Number Operations: Demonstrate various meaning of addition and subtraction

NO.2.2.6. Whole Number Operations: Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers

NO.2.2.7. Whole Number Operations: Model, represent and explain division as sharing equally and repeated subtraction in contextual situations

AR.NO.3. Number and Operations: Numerical Operations and Estimation: Students shall compute fluently and make reasonable estimates

NO.3.2.1. Computational Fluency-Addition and Subtraction: Develop strategies for basic addition facts: counting all; counting on; one more, two more; doubles; doubles plus one or minus one; make ten; using ten frames; Identity Property (adding zero)

NO.3.2.2. Computational Fluency-Addition and Subtraction: Demonstrate multiple strategies for adding or subtracting 2-digit whole numbers: Compatible Numbers; compensatory numbers; informal use of commutative and associative properties of addition

NO.3.2.3. Computational Fluency-Addition and Subtraction: Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions

NO.3.2.4. Application of Computation: Solve problems using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology)

NO.3.2.5. Estimation: Use Estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer

AR.A.4. Algebra: Patterns, Relations and Functions: Students shall recognize, describe and develop patterns, relations and functions

A.4.2.1. Sort and Classify: Sort, classify, and label objects by three or more attributes in more than one way

A.4.2.2. Recognize, describe and develop patterns: Describe repeating and growing patterns in the environment

A.4.2.3. Recognize, describe and develop patterns: Use patterns to count forward and backward when given a number less than or equal to 100

A.4.2.4. Recognize, describe and develop patterns: Identify, describe and extend skip counting patterns from any given number

A.4.2.5. Recognize, describe and develop patterns: Identify a number that is more or less than any whole number less than 100 using multiples of ten

A.4.2.6. Recognize, describe and develop patterns: Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems

AR.A.5. Algebra: Algebraic Representations: Students shall represent and analyze mathematical situations and structures using algebraic symbols

A.5.2.1. Expressions, Equations and Inequalities: Select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels

A.5.2.2. Expressions, Equations and Inequalities: Express mathematical relationships using equalities and inequalities (is greater than, is less than, is equal to, is not equal to)

A.5.2.3. Expressions, Equations and Inequalities: Recognize that symbols such as a box, triangle and diamond in an addition or subtraction equation, represent a missing value that will make the statement true

AR.A.6. Algebra: Algebraic Models: Students shall develop and apply mathematical models to represent and understand quantitative relationships

A.6.2.1. Algebraic Models and Relationships: Use a chart or table to organize information and to understand relationships

AR.A.7. Algebra: Analysis of Change: Students shall analyze change in various contexts

A.7.2.1. Analyze Change: Interpret and compare quantitative change

AR.G.8. Geometry: Geometric Properties: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships

G.8.2.1. Characteristics and Properties- Three Dimensional: Identify, name, sort and describe 3-D solids (cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces

G.8.2.2. Characteristics and Properties- Three Dimensional: Match three dimensional objects to their two-dimensional faces

G.8.2.3. Characteristics and Properties- Three Dimensional: Identify, classify and describe 2-D geometric figures (rectangle [including square], triangle and circle) using concrete objects drawings, and computer graphics

AR.G.9. Geometry: Transformation of Shapes: Students shall apply transformations and the use of symmetry to analyze mathematical situations

G.9.2.1. Symmetry and Transformations: Use lines of symmetry to demonstrate and describe congruent figures within a 2-D figure

G.9.2.2. Symmetry and Transformations: Demonstrate the motion of a single transformation

AR.G.10. Geometry: Coordinate Geometry: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems

G.10.2.1. Coordinate Geometry: Extend the use of directional words to include rows and columns

AR.G.11. Geometry: Visualization and Geometric Models: Students shall use visualization, spatial reasoning and geometric modeling

G.11.2.1. Spatial Visualization and Models: Replicate a simple geometric design from a briefly displayed example or from a description

G.11.2.2. Spatial Visualization and Models: Create new figures by combining and subdividing models of existing figures

AR.M.12. Measurement: Physical Attributes: Students shall use attributes of measurement to describe and compare mathematical and real-world objects

M.12.2.1. Time: Calendar: Recognize that there are 12 months in a year and that each month has a specific number of days

M.12.2.2. Time: Clock: Recognize that there are 24 hours in a day

M.12.2.3. Money: State the value of all coins and a dollar

M.12.2.4. Money: Compare the value of all coins

M.12.2.5. Temperature: Compare temperatures using the Fahrenheit scale on a thermometer

M.12.2.6. Tools and Attributes: Make simple comparisons within units of like dimension (units of length, mass/weight and capacity)

AR.M.13. Measurement: Systems of Measurement: Students shall identify and use units, systems and processes of measurement

M.13.2.1. Calendar: Use a calendar to determine elapsed time involving a time period within a given month

M.13.2.2. Clock: Tell time to the nearest 5-minute interval

M.13.2.3. Elapsed Time: Determine elapsed time in contextual situations in hour increments regardless of starting time

M.13.2.4. Money: Determine the value of a combination of coins up to the dollar

M.13.2.5. Money: Demonstrate a given value of money up to \$1.00 using a variety of coin combinations

M.13.2.6. Money: Demonstrate a given value of money up to \$1.00 using the fewest coins possible

M.13.2.7. Money: Represent and write the value of money using the cent sign and in decimal form when using the dollar sign

M.13.2.8. Money: Calculate the amount of money, spent with and without regrouping in a contextual situation

M.13.2.9. Temperature: Read temperatures on a Fahrenheit scale in intervals of ten

M.13.2.10. Applications: Select appropriate customary measurement tools (rulers, balance scale, cup and thermometer) for situations involving length, capacity, and mass

M.13.2.11. Applications: Estimate and measure length, capacity/volume and mass with nonstandard units to recognize the need for standard units

M.13.2.12. Perimeter: Determine perimeter using physical materials (paper clips, craft sticks or grids) and by using measurement tools (rulers)

M.13.2.13. Area: Find the area of a region by counting squares on a grid

M.13.2.14. Applications: Compare and order containers of various shapes and sizes according to their volume (Volume is determined by the number of cubic units to fill the container)

AR.DAP.14. Data Analysis and Probability: Data Representation: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them

DAP.14.2.1. Collect, Organize and display data: Identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs)

AR.DAP.15. Data Analysis and Probability: Data Analysis: Students shall select and use appropriate statistical methods to analyze data

DAP.15.2.1. Data Analysis: Analyze and make predictions from data represented in charts and graphs

DAP.15.2.2. Data Analysis: Make true statements comparing data displayed on a graph or chart

AR.DAP.16. Data Analysis and Probability: Inferences and Predictions: Students shall develop and evaluate inferences and predictions that are based on data

DAP.16.2.1. Inferences and Predictions: Make simple predictions for a given set of data

AR.DAP.17. Data Analysis and Probability: Probability: Students shall understand and apply basic concepts of probability

DAP.17.2.1. Probability: Describe the probability of an event as being more, less, and equally likely to occur

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