Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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Grade 2 Overview Operations and Algebraic Thinking • Represent and solve problems involving addition and subtraction. • Add and subtract within 20. • Work with equal groups of objects to gain foundations for multiplication. Number and Operations in Base Ten • Understand place value. • Use place value understanding and properties of operations to add and subtract. Measurement and Data • Measure and estimate lengths in standard units. • Relate addition and subtraction to length. • Work with time and money. • Represent and interpret data. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Geometry • Reason with shapes and their attributes. Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 20 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 1 (2.OA.1.) Add and subtract within 20. 2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. (2.OA.2.) Work with equal groups of objects to gain foundations for multiplication. 3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. (2.OA.3.) 4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (2.OA.4.) Number and Operations in Base Ten 2.NBT Understand place value. 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a "hundred." b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). (2.NBT.1.) 2. Count within 1000; skip-count by 5s, 10s, and 100s. (2.NBT.2.) 3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.3.) 4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (2.NBT.4.) Use place value understanding and properties of operations to add and subtract. 5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (2.NBT.5.) 6. Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.6.) 7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2.NBT.7.) 8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (2.NBT.8.) 9. Explain why addition and subtraction strategies work, using place value and the properties of operations. 3 (2.NBT.9.) 1 See Glossary, Table 1. 2 See standard 1.OA.6 for a list of mental strategies. 3 Explanations may be supported by drawings or objects. Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 21 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Page 1 and 2: Mathematics November 17, 2010
Page 3 and 4: Introduction Iowa Core Mathematics
Page 5 and 6: These Standards endeavor to follow
Page 7 and 8: How to read the grade level standar
Page 9 and 10: 4. Model with mathematics. Mathemat
Page 11 and 12: Mathematics | Kindergarten In Kinde
Page 13 and 14: Counting and Cardinality K.CC Know
Page 15 and 16: Mathematics | Grade 1 In Grade 1, i
Page 17 and 18: Operations and Algebraic Thinking 1
Page 19: Mathematics | Grade 2 In Grade 2, i
Page 27 and 28: 2. Measure and estimate liquid volu
Page 33 and 34: Understand decimal notation for fra
Page 39 and 40: 7. Apply and extend previous unders
Page 43 and 44: Ratios and Proportional Relationshi
Page 45 and 46: Expressions and Equations 6.EE Appl
Page 49 and 50: Ratios and Proportional Relationshi
Page 51 and 52: Geometry 7.G Draw, construct, and d
Page 55 and 56: The Number System 8.NS Know that th
Page 57 and 58: 3. Describe the effect of dilations
Page 59 and 60: Mathematics | High School—Number
Page 61 and 62: The Real Number System N-RN Extend
Page 63 and 64: Mathematics | High School—Algebra
Page 65 and 66: Seeing Structure in Expressions A-S
Page 67 and 68: 6. Solve systems of linear equation
Page 69 and 70: Functions Overview Interpreting Fun
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9. Compare properties of two functi
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Mathematics | High School—Modelin
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Mathematics | High School—Geometr
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Geometry Overview Congruence • Ex
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Similarity, Right Triangles, and Tr
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(IA) Use diagrams consisting of ver
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Statistics and Probability Overview
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4. Use data from a sample survey to
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Note on courses and transitions The
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First quartile. For a data set with
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Tape diagram. A drawing that looks
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Table 2. Common multiplication and
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Sample of Works Consulted Existing
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Schmidt, W., Houang, R., and Cogan,
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Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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