Louisiana State Standards for Mathematics: Grade 2

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-E. Constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals).

N-1-E-GLE 1. Model, read, and write place values for numbers through 999 in word, standard, and expanded form (N-1-E)

N-1-E-GLE 2. Model the concepts of thirds, fourths, fifths and sixths using regions, sets, and fraction words (e.g., one-third, three-fourths, five-sixths) (N-1-E)

N-1-E-GLE 5. Read, write, compare, and order whole numbers through 999 using words, number lines, and models (N-3-E) (N-1-E)

N-1-E-GLE 6. From a given number, count forward and backward and count to 100 by 2s (N-3-E) (N-1-E) (N-4-E)

N-2-E. Demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (i.e., 1/4 = 25% = .25; 2 = 50% = .5; $1 = 100%, etc.).

N-2-E-GLE 3. Make reasonable estimates of the number of objects in a collection with fewer than 100 objects (N-2-E)

N-2-E-GLE 4. Count and write the value of amounts of money up to $1.00 using cents and dollar symbols (N-2-E) (N-6-E) (M-1-E) (M-5-E)

N-3-E. Reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation.

N-3-E-GLE 5. Read, write, compare, and order whole numbers through 999 using words, number lines, and models (N-3-E) (N-1-E)

N-3-E-GLE 6. From a given number, count forward and backward and count to 100 by 2s (N-3-E) (N-1-E) (N-4-E)

N-4-E. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other.

N-4-E-GLE 6. From a given number, count forward and backward and count to 100 by 2s (N-3-E) (N-1-E) (N-4-E)

N-4-E-GLE 13. Find the missing number in an equation involving addition or subtraction (e.g., # + 4 = 7, 8 - # = 3) (A-2-E) (N-4-E)

N-5-E. Selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation.

N-5-E-GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

N-5-E-GLE 8. Recognize, select, connect, and use operations, operational words and symbols (+, -) for addition (join, part/part/whole) or subtraction (take away, comparison, missing addend, and set/subset) situations (N-6-E) (N-5-E)

N-6-E. Applying a knowledge of basic math facts and arithmetic operations to real-life situations.

N-6-E-GLE 4. Count and write the value of amounts of money up to $1.00 using cents and dollar symbols (N-2-E) (N-6-E) (M-1-E) (M-5-E)

N-6-E-GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

N-6-E-GLE 8. Recognize, select, connect, and use operations, operational words and symbols (+, -) for addition (join, part/part/whole) or subtraction (take away, comparison, missing addend, and set/subset) situations (N-6-E) (N-5-E)

N-6-E-GLE 9. Add and subtract 1- and 2-digit numbers (N-6-E) (N-7-E)

N-7-E. Constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies).

N-7-E-GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

N-7-E-GLE 9. Add and subtract 1- and 2-digit numbers (N-6-E) (N-7-E)

N-7-E-GLE 10. Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) (N-9-E)

N-8-E. Selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil).

N-8-E-GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

N-9-E. Demonstrating the connection of number and number relations to the other strands and to real-life situations.

N-9-E-GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems (N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)

N-9-E-GLE 10. Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) (N-9-E)

N-9-E-GLE 11. Use the concept of one-to-several correspondence to trade single items for a greater quantity of items with unequal value (1 nickel for 5 pennies, 1 dime for 2 nickels) (N-9-E)

N-9-E-GLE 32. Recognize and apply patterns in problem-solving in other content areas and real-life situations (P-3-E) (N-9-E)

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-E. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, not equal to, <, and > symbols).

A-1-E-GLE 12. Use number sentences to represent real-life problems involving addition and subtraction (A-1-E) (A-2-E)

A-2-E. Modeling and developing strategies for solving equations and inequalities.

A-2-E-GLE 12. Use number sentences to represent real-life problems involving addition and subtraction (A-1-E) (A-2-E)

A-2-E-GLE 13. Find the missing number in an equation involving addition or subtraction (e.g., # + 4 = 7, 8 - # = 3) (A-2-E) (N-4-E)

A-3-E. Recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems).

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-E. Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences.

M-1-E-GLE 4. Count and write the value of amounts of money up to $1.00 using cents and dollar symbols (N-2-E) (N-6-E) (M-1-E) (M-5-E)

M-1-E-GLE 14. Measure and appropriately label measures of length and perimeter (i.e., inch, centimeter, foot), capacity (i.e., cup, quart, liter), and weight/mass (i.e., pound, kilogram) (M-1-E)

M-1-E-GLE 15. Read a thermometer in degrees Fahrenheit and Celsius and interpret the temperature (M-1-E)

M-1-E-GLE 16. Tell time to the nearest 5 minutes, and identify the time one hour before or after a given time (M-1-E) (M-3-E)

M-2-E. Selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task.

M-2-E-GLE 17. Select and use appropriate tools and units to measure length, time, capacity, and weight (e.g., scales for pounds and kilograms; rulers for inches and centimeters; measuring containers for cup, quarts, and liters) (M-2-E)

M-2-E-GLE 18. Use non-standard units to cover a given region (M-2-E)

M-3-E. Using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature.

M-3-E-GLE 16. Tell time to the nearest 5 minutes, and identify the time one hour before or after a given time (M-1-E) (M-3-E)

M-3-E-GLE 19. Estimate length in standard units (inch, foot, and centimeter) (M-3-E)

M-3-E-GLE 20. Compare units within the same system (inch is shorter than a foot, minute is shorter than an hour, day is shorter than a month, cup holds less than a quart) (M-3-E)

M-4-E. Converting from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations (e.g., a meter is a little longer than a yard).

M-5-E. Demonstrating the connection of measurement to the other strands and to real-life situations.

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-E. Determining the relationships among shapes.

G-2-E. Identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials.

G-2-E-GLE 21. Compare and contrast 3-dimensional shapes (i.e., sphere, cube, cylinder, cone, prism, pyramid) according to their attributes (e.g., number of faces, shape of faces) (G-2-E)

G-2-E-GLE 22. Identify a reduction or enlargement of a given shape (G-2-E)

G-2-E-GLE 23. Identify congruent 3-dimensional solids in a variety of positions and orientations (G-3-E) (G-4-E) (G-2-E)

G-3-E. Making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes.

G-3-E-GLE 23. Identify congruent 3-dimensional solids in a variety of positions and orientations (G-3-E) (G-4-E) (G-2-E)

G-4-E. Drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense.

G-4-E-GLE 23. Identify congruent 3-dimensional solids in a variety of positions and orientations (G-3-E) (G-4-E) (G-2-E)

G-5-E. Identifying and drawing lines and angles and describing their relationships to each other and to the real world.

G-5-E-GLE 24. Identify and draw horizontal and vertical line segments (G-5-E)

G-6-E. Demonstrating the connection of geometry to the other strands and to real-life situations.

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-E. Collecting, organizing, and describing data based on real-life situations;

D-1-E-GLE 25. Collect and organize data using observations, surveys, and experiments (D-1-E)

D-2-E. Constructing, reading, and interpreting data in charts, graphs, tables, etc;

D-2-E-GLE 26. Construct and read line plots and tables (D-2-E)

D-2-E-GLE 27. Interpret pictographs in which each picture represents more than one object (D-2-E)

D-3-E. Formulating and solving problems that involve the use of data;

D-3-E-GLE 28. Generate questions that can be answered by collecting and analyzing data (D-3-E)

D-3-E-GLE 29. Solve logic problems involving two sets by using elementary set logic (i.e., and, or, and is/is not statements) (D-3-E)

D-4-E. Exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;

D-5-E. Predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games);

D-6-E. Demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-E. Recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns.

P-1-E-GLE 30. Recognize, extend, create, and explain patterns of addition and subtraction as represented in charts and tables and in varied forms of skip-counting (P-1-E) (P-2-E)

P-1-E-GLE 31. Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric objects (P-1-E) (P-2-E)

P-2-E. Representing and describing mathematical relationships using tables, variables, open sentences, and graphs.

P-2-E-GLE 30. Recognize, extend, create, and explain patterns of addition and subtraction as represented in charts and tables and in varied forms of skip-counting (P-1-E) (P-2-E)

P-2-E-GLE 31. Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric objects (P-1-E) (P-2-E)

P-3-E. Recognizing the use of patterns, relations, and functions in other strands and in real-life situations.

P-3-E-GLE 32. Recognize and apply patterns in problem-solving in other content areas and real-life situations (P-3-E) (N-9-E)