Indiana State Standards for Mathematics: Grade 2

IN.2.1. Number Sense

2.1.1. Count, read, write, compare, and plot on a number line whole numbers to at least 1000.

2.1.2. Count by ones, twos, fives, tens and hundreds to at least 1000, and show the number that is ten more or ten less than any number 10 through 90.

2.1.3. Match the ordinal numbers, first, second, third, etc. with an ordered set of at least 100 items.

2.1.4. Use words, models, standard form and expanded form to represent place value and to show equivalent forms of whole numbers up to at least 1,000 as groups of hundreds, tens and ones.

2.1.5. Identify numbers as even or odd by placing that number of objects in two groups of the same size and recognizing that for even numbers no object will be left over and for odd numbers one object will be left over.

2.1.6. Solve problems involving addition and subtraction of whole numbers less than 1000 fluently using a standard algorithmic approach and show the inverse relationship between addition and subtraction.

2.1.7. Compare data displayed in tables and picture graphs within the table or graph and with data on other tables and graphs to address a single question.

IN.2.2. Computation

2.2.1. Write equations to solve single and multi-step addition and subtraction word problems.

2.2.2. Create, extend, and give a rule for number patterns using addition and subtraction.

2.2.3. Show that the order in which two numbers are added [commutative property] and how the numbers are grouped in addition [associative property] will not change the sum. Use these properties can be used together to show that numbers can be added in any order.

IN.2.3. Algebra and Functions

2.3.1. Recognize, identify and describe attributes of common shapes and solids (e.g., the size and type of shape, the two-dimensional faces of three-dimensional figures, the number of sides, edges and vertices; and location in space).

2.3.2. Identify and draw congruent two-dimensional shapes in any position. Describe and compare properties of simple and compound figures composed of triangles, rectangles, and squares.

2.3.3. Measure length in standard units (inch, foot, yard) and metric units (centimeter and meter) and select appropriate units to estimate and measure lengths. Use the relationships between the units to express answers in different units. Use units of linear measurements and relationships within a particular system to solve problems.

2.3.4. Describe relationships of time (seconds in a minute, minutes in an hour, hours in a day, days in week, and days in a year) and tell time on an analog clock to five-minute intervals.

2.3.5. Find the value of a collection of pennies, nickels, dimes, quarters and dollars.

IN.PS. Process Standards

PS.1. Problem Solving

PS.1.1. Build new mathematical knowledge through problem solving.

PS.1.2. Solve problems that arise in mathematics and in other contexts.

PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.

PS.1.4. Monitor and reflect on the process of mathematical problem solving.

PS.2. Reasoning and Proof

PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.

PS.2.2. Make and investigate mathematical conjectures.

PS.2.3. Develop and evaluate mathematical arguments and proofs.

PS.2.4. Select and use various types of reasoning and methods of proof.

PS.3. Communication

PS.3.1. Organize and consolidate their mathematical thinking through communication.

PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.

PS.3.4. Use the language of mathematics to express mathematical ideas precisely.

PS.4. Connections

PS.4.1. Recognize and use connections among mathematical ideas.

PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.

PS.5. Representation

PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.

PS.5.2. Select, apply, and translate among mathematical representations to solve problems.

PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.

PS.6. Estimation and Mental Computation

PS.6.1. Know and apply appropriate methods for estimating the results of computations.

PS.6.2. Round numbers to a specified place value.

PS.6.3. Use estimation to decide whether answers are reasonable.

PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.

PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.

PS.6.6. Use properties of numbers and operations to perform mental computation.

PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.

PS.7. Technology

PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.

PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.

PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.

PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.

PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.