Arkansas

NPV Number & Place Value

• Counting: Students extend the counting sequence.

  • 2.NPV.1 Count within 1,000 forwards and backwards by ones, tens, and hundreds from any given number.

    • Count forward - up to 1,000 (2-A.4)
    • Count forward by tens - up to 1,000 (2-C.11)
    • Count up or down by ones, tens, and hundreds (2)

• Place Value: Students understand the base ten place value system.

  • 2.NPV.2 Identify the value of hundreds, tens, and ones place in a three-digit number.

    • Place value models - up to hundreds (2-L.2)
    • Identify a digit up to the hundreds place (2-L.4)
    • Value of a digit - up to hundreds (2-L.6)
    • Convert to/from a number - up to hundreds (2-L.11)
    • Convert between place values - ones and hundreds (2-L.12)

  • 2.NPV.3 Read, write, and represent whole numbers up to 1,000 using concrete models or drawings, number names, and a variety of expanded forms.

    • Spell word names for numbers up to 20 (2-D.1)
    • Writing numbers up to 100 in words - convert words to digits (2-D.2)
    • Writing numbers up to 100 in words - convert digits to words (2-D.3)
    • Writing numbers up to 1,000 in words - convert words to digits (2-D.4)
    • Writing numbers up to 1,000 in words - convert digits to words (2-D.5)
    • Writing numbers up to 1,000 in words (2-D.6)
    • Convert from expanded form - up to hundreds (2-L.14)
    • Convert between standard and expanded form (2-L.15)

  • 2.NPV.4 Mentally add 10 or 100 to a given number in the range of 100-900 and mentally subtract 10 or 100 from a given number in the range of 100-900.

    • Add 10 or 100 to a three-digit number (2-T.1)
    • Subtract 10 or 100 from a three-digit number (2-V.1)

• Comparison: Students use place value understanding to compare numbers.

  • 2.NPV.5 Compare two three-digit numbers using symbols (<, =, >) based on the value of hundreds, tens, and ones in the given numbers.

    • Comparing numbers up to 1,000 (2-B.3)

• Fraction Foundations: Students build a conceptual understanding of fractions.

  • 2.NPV.6 Partition circles and rectangles into two, three, or four equal shares, describing the shares using the words halves, thirds, and fourths (or quarters).

    • Equal parts (2-LL.1)
    • Identify halves (2-LL.2)
    • Identify thirds (2-LL.3)
    • Identify fourths (2-LL.4)
    • Identify halves, thirds, and fourths (2-LL.5)
    • Make halves (2-LL.6)
    • Make thirds (2-LL.7)
    • Make fourths (2-LL.8)
    • Make halves, thirds, and fourths (2-LL.9)
    • Identify a half, a third, and a fourth (2-LL.11)

  • 2.NPV.7 Recognize that equal shares of identical wholes need not have the same shape.

    • Make halves, thirds, and fourths in different ways (2-LL.10)

CAR Computation & Algebraic Reasoning

• Operations & Properties: Students perform operations using place value understanding and properties of operations.

  • 2.CAR.1 Use mental strategies to fluently add and subtract within 20 with mastery by the end of second grade.

    • Add doubles (2-F.2)
    • Add doubles - complete the sentence (2-F.3)
    • Add near doubles (2-F.4)
    • Add by counting on - sums to 20 (2-F.6)
    • Make ten to add (2-F.7)
    • Add zero (2-F.8)
    • Add one-digit numbers - sums to 10 (2-G.1)
    • Add one-digit numbers - sums to 20 (2-G.2)
    • Sort addition facts - sums to 20 (2-G.3)
    • Complete the addition sentence - sums to 20 (2-G.6)
    • Which addition sentence is true? - sums to 20 (2-G.8)
    • Add three one-digit numbers (2-G.9)
    • Subtract doubles (2-H.1)
    • Subtract by counting back - up to 20 (2-H.3)
    • Use ten to subtract (2-H.4)
    • Subtract by counting on - up to 20 (2-H.5)
    • Count on and use ten to subtract - up to 20 (2-H.6)
    • Subtract zero or all (2-H.7)
    • Subtract one-digit numbers - up to 10 (2-I.1)
    • Subtract a one-digit number from a two-digit number up to 20 (2-I.2)
    • Complete the subtraction sentence - up to 20 (2-I.5)
    • Which subtraction sentence is true? - up to 20 (2-I.7)
    • Addition and subtraction - up to 20 (2-J.2)
    • Ways to make a number using addition and subtraction - up to 20 (2-J.3)
    • Which addition or subtraction sentence is true? - up to 20 (2-J.5)
    • Add in any order (2-Y.1)
    • Ways to make a number using addition - sums to 10 (2)
    • Ways to make a number using subtraction - up to 10 (2)

  • 2.CAR.2 Use computational fluency to add and subtract within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction.

    • Break apart a one-digit number to add (2-M.1)
    • Use models to add a two-digit and a one-digit number - without regrouping (2-M.2)
    • Use models to add a two-digit and a one-digit number - with regrouping (2-M.3)
    • Break apart a two-digit number to add - sums to 100 (2-M.5)
    • Use compensation to add on a number line - up to two digits (2-M.6)
    • Use compensation to add - up to two digits (2-M.7)
    • Use models to add two-digit numbers - without regrouping (2-M.8)
    • Use models to add two-digit numbers - with regrouping (2-M.9)
    • Use place value to add two-digit numbers - without regrouping (2-M.10)
    • Use place value to add two-digit numbers - with regrouping (2-M.11)
    • Add a two-digit and a one-digit number - without regrouping (2-N.1)
    • Add a two-digit and a one-digit number - with regrouping (2-N.2)
    • Add a multiple of 10 to a two-digit number (2-N.3)
    • Add two-digit numbers without regrouping - sums to 100 (2-N.4)
    • Add two-digit numbers with regrouping - sums to 100 (2-N.5)
    • Add two-digit numbers - sums to 100 (2-N.6)
    • Add two-digit numbers vertically - sums to 100 (2-N.7)
    • Ways to make a number using addition (2-N.9)
    • Complete the addition sentence - up to two digits (2-N.10)
    • Break apart a one-digit number to subtract (2-O.1)
    • Use models to subtract a one-digit number from a two-digit number - without regrouping (2-O.2)
    • Use models to subtract a one-digit number from a two-digit number - with regrouping (2-O.3)
    • Break apart a two-digit number to subtract (2-O.5)
    • Use compensation to subtract on a number line - up to two digits (2-O.6)
    • Use compensation to subtract - up to two digits (2-O.7)
    • Use models to subtract two-digit numbers - without regrouping (2-O.9)
    • Use models to subtract two-digit numbers - with regrouping (2-O.10)
    • Use place value to subtract two-digit numbers - without regrouping (2-O.11)
    • Use place value to subtract two-digit numbers - with regrouping (2-O.12)
    • Subtract a one-digit number from a two-digit number - without regrouping (2-P.1)
    • Subtract a one-digit number from a two-digit number - with regrouping (2-P.2)
    • Subtract a one-digit number from a two-digit number (2-P.3)
    • Subtract a multiple of 10 from a two-digit number (2-P.4)
    • Subtract two-digit numbers - without regrouping (2-P.5)
    • Subtract two-digit numbers - with regrouping (2-P.6)
    • Subtract two-digit numbers (2-P.7)
    • Subtract two-digit numbers vertically (2-P.8)
    • Ways to make a number using subtraction (2-P.9)
    • Complete the subtraction sentence - up to two digits (2-P.11)
    • Add and subtract numbers - up to 100 (2-Q.1)
    • Which sign (+ or -) makes the number sentence true? - up to 100 (2-Q.3)
    • Ways to make a number using addition and subtraction - up to 100 (2-Q.4)
    • Relate addition and subtraction sentences - up to two digits (2-Q.5)
    • Complete the addition or subtraction sentence - up to 100 (2-Q.6)
    • Which addition or subtraction equation is true? - up to 100 (2-Q.8)

  • 2.CAR.3 Add up to four two-digit numbers with sums not exceeding 100 using strategies based on place value and properties of operations.

    • Add three numbers up to two digits each (2-N.15)
    • Add four numbers up to two digits each (2-N.17)
    • Add three or four numbers vertically - up to two digits each (2-N.18)

  • 2.CAR.4 Use a number line to solve addition and subtraction problems within 100.

    • Addition sentences using number lines - sums to 20 (2-F.5)
    • Subtraction sentences using number lines - up to 20 (2-H.2)
    • Use number lines to add two-digit numbers (2-M.4)
    • Use number lines to subtract two-digit numbers (2-O.4)
    • Count on to subtract two-digit numbers (2-O.8)

  • 2.CAR.5 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.

    • Identify repeated addition for equal groups - sums to 25 (2-X.2)
    • Write addition sentences for equal groups - sums to 25 (2-X.3)
    • Identify repeated addition for arrays - sums to 25 (2-X.4)
    • Write addition sentences for arrays - sums to 25 (2-X.5)
    • Solve word problems using repeated addition - sums to 25 (2-X.6)
    • Write stories involving repeated addition - sums to 25 (2-X.7)
    • Identify repeated addition for arrays - sums to 10 (2)
    • Write addition sentences for arrays - sums to 10 (2)

  • 2.CAR.6 Use concrete models, drawings, or equations to solve addition and subtraction problems within 1000.

    • Regroup tens and ones - ways to make a number (2-L.9)
    • Regroup tens and ones (2-L.10)
    • Regroup hundreds, tens, and ones - ways to make a number (2-L.16)
    • Add two-digit numbers - sums to 200 (2-N.13)
    • Add two-digit numbers vertically - sums to 200 (2-N.14)
    • Use number lines to add three-digit numbers (2-S.1)
    • Break apart a three-digit number to add (2-S.2)
    • Use compensation to add - up to three digits (2-S.3)
    • Use models to add three-digit numbers - without regrouping (2-S.4)
    • Use models to add three-digit numbers - with regrouping (2-S.5)
    • Use expanded form to add three-digit numbers - without regrouping (2-S.6)
    • Use expanded form to add three-digit numbers - with regrouping (2-S.7)
    • Use expanded form to add three-digit numbers (2-S.8)
    • Add a multiple of 100 to a three-digit number (2-T.2)
    • Add a multiple of 10 or 100 to a three-digit number (2-T.3)
    • Addition with three-digit numbers - without regrouping (2-T.4)
    • Addition with three-digit numbers - with regrouping (2-T.5)
    • Addition with three-digit numbers (2-T.6)
    • Complete the addition sentence - up to three digits (2-T.9)
    • Use number lines to subtract three-digit numbers (2-U.1)
    • Break apart a three-digit number to subtract (2-U.2)
    • Use compensation to subtract - up to three digits (2-U.3)
    • Use models to subtract from three-digit numbers - without regrouping (2-U.4)
    • Use models to subtract from three-digit numbers - with regrouping (2-U.5)
    • Use expanded form to subtract three-digit numbers - without regrouping (2-U.6)
    • Use expanded form to subtract three-digit numbers - with regrouping (2-U.7)
    • Use expanded form to subtract three-digit numbers (2-U.8)
    • Subtract a multiple of 100 from a three-digit number (2-V.2)
    • Subtract a multiple of 10 or 100 from a three-digit number (2-V.3)
    • Subtract across zeros (2-V.4)
    • Subtract from three-digit numbers - without regrouping (2-V.5)
    • Subtract from three-digit numbers - with regrouping (2-V.6)
    • Subtract from three-digit numbers (2-V.7)
    • Subtract from three-digit numbers vertically (2-V.8)
    • Subtraction word problems - up to three digits (2-V.9)
    • Complete the subtraction sentence - up to three digits (2-V.10)
    • Break apart a three-digit number to add or subtract (2-W.1)
    • Use compensation to add or subtract - up to 1,000 (2-W.2)
    • Add and subtract numbers up to 1,000 (2-W.3)
    • Add and subtract with three-digit numbers vertically (2-W.4)
    • Addition and subtraction word problems - up to 1,000 (2-W.5)

• Problem Solving: Students solve real-world problems.

  • 2.CAR.7 Solve one and two-step real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing unknowns in all positions.

    • Addition word problems - sums to 20 (2-G.4)
    • Addition sentences for word problems - sums to 20 (2-G.5)
    • Addition word problems - three one-digit numbers (2-G.10)
    • Addition word problems - four or more one-digit numbers (2-G.12)
    • Subtraction word problems - up to 20 (2-I.3)
    • Subtraction sentences for word problems - up to 20 (2-I.4)
    • Comparison word problems - up to 20 (2-K.1)
    • Use models to solve addition and subtraction word problems - up to 20 (2-K.2)
    • Addition and subtraction word problems - up to 20 (2-K.3)
    • Write number sentences for word problems - up to 20 (2-K.4)
    • Match word problems to addition and subtraction sentences - up to 20 (2-K.5)
    • Two-step addition and subtraction word problems - up to 20 (2-K.6)
    • Solve word problems using guess-and-check - up to 20 (2-K.7)
    • Addition word problems - up to two digits (2-N.8)
    • Write the addition sentence - up to two digits (2-N.11)
    • Addition word problems - three numbers up to two digits each (2-N.16)
    • Addition word problems - four numbers up to two digits each (2-N.19)
    • Subtraction word problems - up to two digits (2-P.10)
    • Write the subtraction sentence - up to two digits (2-P.12)
    • Use models to solve addition and subtraction word problems - up to 100 (2-R.1)
    • Addition and subtraction word problems - up to 100 (2-R.2)
    • Match addition and subtraction word problems to equations - up to 100 (2-R.3)
    • Two-step addition and subtraction word problems - up to 100 (2-R.4)

• Algebraic Concepts: Students develop and apply understanding of foundational algebraic concepts.

  • 2.CAR.8 Determine whether a group of objects up to 20 has an odd or even number of members; write an equation to express an even number as a sum of two equal addends.

    • Even or odd number of shapes - up to 20 (2-E.1)
    • Identify even and odd numbers - up to 20 (2-E.2)
    • Addition sentences for even and odd numbers (2-E.3)
    • Add doubles - complete the sentence (2-F.3)

GM Geometry & Measurement

• Shapes: Students analyze attributes of shapes to develop generalizations about their properties

  • 2.GM.1 Identify, describe, and draw two-dimensional shapes.

    • Identify quadrilaterals (2-II.2)
    • Identify pentagons (2-II.3)
    • Name polygons: up to 6 sides (2-II.4)
    • Classify polygons: up to 6 sides (2-II.5)
    • Sort two-dimensional shapes (2-II.8)
    • Draw polygons (2-II.9)

  • 2.GM.2 Identify and describe three-dimensional shapes based on the shape, number of faces, number of edges, and number of vertices.

    • Cubes (2-JJ.1)
    • Count vertices, edges, and faces (2-JJ.4)
    • Compare vertices, edges, and faces (2-JJ.5)
    • Identify faces of three-dimensional shapes (2-JJ.6)
    • Identify shapes traced from solids (2-JJ.7)

• Length & Width: Students investigate measurement using rulers.

  • 2.GM.3 Select appropriate measurement tools to estimate and measure the length of an object to the nearest whole inch or whole centimeters.

    • Measure using an inch ruler (2-GG.2)
    • Choose the best measuring tool: customary units of length (2-GG.9)
    • Measure using a centimeter ruler (2-HH.1)
    • Choose the best measuring tool: metric units of length (2-HH.6)

  • 2.GM.4 Demonstrate how the length of an object does not change, regardless of the units used to measure it, by measuring the length of an object twice; use two different length units, describing how the two measurements relate to the size of the chosen unit.

    • Measure with different customary units: inches, feet, and yards (2-GG.6)
    • Which customary unit of length is appropriate: inches, feet, or yards? (2-GG.8)
    • Measure with different metric units (2-HH.4)
    • Which metric unit of length is appropriate? (2-HH.5)

  • 2.GM.5 Measure to determine how much longer or shorter one object is than another, expressing the length difference in terms of a standard length whole unit.

    • Measure to compare length in inches (2-GG.3)
    • Measure to compare length in centimeters (2-HH.2)

  • 2.GM.6 Solve real-world problems involving lengths of the same units, using addition and subtraction within 100.

    • Compare lengths: customary units (2-GG.10)
    • Customary units of length: word problems (2-GG.11)
    • Compare lengths: metric units (2-HH.7)
    • Metric units of length: word problems (2-HH.8)

• Perimeter, Area, & Volume: Students explore the perimeter and area of shapes.

  • 2.GM.7 Solve real-world and mathematical problems to find the perimeter of polygons.

    • Perimeter (2)
    • Perimeter: word problems (2)

  • 2.GM.8 Partition a rectangle into rows and columns of same-size squares, counting the total number of squares to find the area.

    • Tile a rectangle with squares (2-KK.1)
    • Count the number of squares in a rectangle (2-KK.2)
    • Area (2-KK.3)

• Time & Money: Students explore time and money values and concepts.

  • 2.GM.9 Using an analog clock, tell and write time to the nearest five minutes using colon notation and indicate a.m. or p.m.

    • Match digital clocks and times (2-DD.1)
    • Match analog clocks and times (2-DD.2)
    • Match analog and digital clocks (2-DD.3)
    • Read clocks and write times: hour and half hour (2-DD.4)
    • Read clocks and write times (2-DD.5)
    • A.M. or P.M. (2-DD.6)

  • 2.GM.10 Describe relationships of time.

    • Relate time units (2-DD.8)
    • Number of days in each month (2-EE.4)

  • 2.GM.11 Solve real-world problems involving addition and subtraction of time intervals in half hours or hours.

    • Elapsed time word problems: find the end time (2)
    • Elapsed time word problems: find the elapsed time (2)

  • 2.GM.12 Count collections of mixed coins and solve real-world problems involving quarters, dimes, nickels, and pennies within 99¢ and whole dollar amounts.

    • Names and values of common coins (2-AA.1)
    • Count money - pennies, nickels, and dimes only (2-AA.4)
    • Count money up to $1 (2-AA.5)
    • Equivalent amounts of money up to $1 (2-AA.6)
    • Exchanging money II (2-AA.9)
    • Least number of coins (2-AA.10)
    • Do you have enough money? - up to $1 (2-AA.11)
    • How much more to make a dollar? (2-AA.12)
    • Correct amount of change (2-AA.13)
    • Making change (2-AA.14)
    • Add money up to $1 (2-BB.1)
    • Add money up to $1: word problems (2-BB.2)
    • Subtract money up to $1 (2-BB.3)
    • Subtract money up to $1: word problems (2-BB.4)
    • Add and subtract money up to $1 (2-BB.5)
    • Add and subtract money up to $1: word problems (2-BB.6)

DA Data Analysis

• Charts, Graphs, & Tables: Students organize and analyze data.

  • 2.DA.1 Use bar graphs, picture graphs, and line plots to organize and represent data, interpreting data with up to four categories.

    • Which picture graph is correct? (2)
    • Create picture graphs (2-FF.3)
    • Create bar graphs (2-FF.7)
    • Which bar graph is correct? (2-FF.10)
    • Create line plots (2-FF.11)

  • 2.DA.2 Ask and answer simple put together, take apart, and compare problems, using information presented in the bar graphs, picture graphs, and line plots.

    • Interpret picture graphs (2-FF.4)
    • Interpret bar graphs II (2-FF.9)
    • Interpret line plots (2-FF.12)
    • Interpret data: mixed review (2)