Oklahoma State Standards for Mathematics: Grade 2

OK.2.1. Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to model, describe and extend patterns.

2.1.1. Describe, extend, and create patterns using symbols, shapes, or designs (e.g., repeating and growing patterns made up of sets of shapes or designs, create patterns by combining different shapes and taking them apart).

2.1.2. Formulate and record generalizations about number patterns in a variety of situations (e.g., addition and subtraction patterns, even and odd numbers, build a table showing the cost of one pencil at 10 cents, 2 pencils at 20 cents).

2.1.3. Find unknown values in open number sentences with a missing addend and use to solve everyday problems.

2.1.4. Recognize and apply the associative property of addition (e.g., 3 + (2 +1) = (3 + 2) + 1).

OK.2.2. Number Sense and Operation - The student will use numbers and number relationships to acquire basic facts and will compute with whole numbers less than 100.

2.2.1. Number Sense

2.2.1.a. Use concrete models of hundreds, tens, and ones to develop the concepts of place value and link the concepts to the reading and writing of numbers (e.g., base-10 blocks).

2.2.1.b. Represent a number in a variety of ways (e.g., write 15 as 8 + 7, write 25 as 2 tens + 5 ones or as 1 ten + 15 ones).

2.2.1.c. Write a number sentence to compare numbers less than 1,000 (e.g., 425 > 276, 73 < 107, page 351 comes after 350, 753 is between 700 and 800).

2.2.1.d. Demonstrate (using concrete objects, pictures, and numerical symbols) fractional parts including halves, thirds, fourths and common percents (25%, 50%, 75%, and 100%).

2.2.2. Number Operations

2.2.2.a. Demonstrate fluency (i.e., memorize and apply) with basic addition facts to make a maximum sum of 18 and the associated subtraction facts (e.g., 15+3=18 and 18-3=15).

2.2.2.b. Use strategies to estimation and solve sums and differences (e.g., compose, decompose and regroup numbers, use knowledge of 10 to estimate quantities and sums [two numbers less than 10 cannot add up to more than 20].)

2.2.2.c. Solve two-digit addition and subtraction problems with and without regrouping using a variety of techniques.

2.2.2.d. Use concrete models to develop understanding of multiplication as repeated addition and division as successive subtraction.

OK.2.3. Geometry - The student will use geometric properties and relationships to recognize and describe shapes.

2.3.1. Identify symmetric and congruent shapes and figures.

2.3.2. Investigate and predict the results of putting together and taking apart two-dimensional shapes.

OK.2.4. Measurement - The student will use appropriate units of measure in a variety of situations.

2.4.1. Linear Measurement

2.4.1.a. Measure objects using standard units (e.g., measure length to the nearest foot, inch, and half inch).

2.4.1.b. Select and use appropriate units of measurement in problem solving and everyday situations.

2.4.2. Time

2.4.2.a. Tell time on digital and analog clocks on the quarter-hour.

2.4.2.b. Solve problems involving number of days in a week, month, or year and problems involving weeks in a month and year.

2.4.3. Money

2.4.3.a. Identify and count money up to a twenty dollar bill.

2.4.3.b. Recognize and write different amounts of money using dollar and cent notation.

OK.2.5. Data Analysis - The student will demonstrate an understanding of data collection, display, and interpretation.

2.5.1. Data Analysis

2.5.a. Collect, sort, organize, and display data in charts, bar graphs, and tables (e.g., collect data on teeth lost and display results in a chart).

2.5.b. Summarize and interpret data in charts, bar graphs, and tables.

OK.PS1. Problem Solving

PS1.1. Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).

PS1.2. Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we find to compare these fractions?).

PS1.3. Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).

PS1.4. Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a final result).

PS1.5. Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss ''best'' clues, write riddles with sufficient information, identify unnecessary information in written story problems).

OK.PS2. Communication

PS2.1. Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).

PS2.2. Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student's explanation, analyze another student's explanation).

PS2.3. Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.

PS2.4. Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., ''add more'' becomes ''plus'', ''repeated addition'' becomes ''multiplication'', ''fair share'' becomes ''divide'', ''balance the equation'' becomes ''solve the equation'').

OK.PS3. Reasoning

PS3.1. Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).

PS3.2. Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specific to general], deductive [general to specific], spatial, proportional, logical reasoning [''and'' ''or'' ''not''] and recursive reasoning).

PS3.3. Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.

OK.PS4. Connections

PS4.1. Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).

PS4.2. Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3x4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).

PS4.3. Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, can be written as .5 and 50%).

PS4.4. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).

OK.PS5. Representation

PS5.1. Create and use a variety of representations appropriately and with flexibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).

PS5.2. Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).