Louisiana

2.AR Algebraic Reasoning

• 2.AR.A Represent and solve problems involving addition and subtraction.

  • 2.AR.A.1 Use addition and subtraction within 100 to solve one- and two-step real-world mathematical tasks involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions for one or two operations.

    • Addition word problems - sums to 20 (2-G.4)
    • 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)
    • Comparison word problems - up to 20 (2-K.1)
    • Addition and subtraction word problems - up to 20 (2-K.3)
    • 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)
    • 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)
    • Addition and subtraction word problems - up to 100 (2-R.2)
    • Two-step addition and subtraction word problems - up to 100 (2-R.4)

    • 2.AR.A.1a Represent these situations using models and equations, elevating the concrete-representational-abstract instructional framework.

      • Addition sentences for word problems - sums to 20 (2-G.5)
      • Subtraction sentences for word problems - up to 20 (2-I.4)
      • Use models to solve addition and subtraction word problems - up to 20 (2-K.2)
      • 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)
      • Write the addition sentence - up to two digits (2-N.11)
      • 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)
      • Match addition and subtraction word problems to equations - up to 100 (2-R.3)

  • 2.AR.A.2 Add and subtract up to 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the part:whole relationship between addition and subtraction.

    • 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 (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)

    • 2.AR.A.2a Understand that in adding or subtracting three-digit numbers, add or subtract hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

      • 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)

    • 2.AR.A.2b Justify the reasoning used when choosing the model or strategy to compute with a written explanation.

• 2.AR.B Work with equal groups of objects to gain foundations for multiplication.

  • 2.AR.B.3 Determine whether a group of objects (up to 20) has an odd or even number of members.

    • 2.AR.B.3a Represent these situations by pairing objects or counting them by 2s.

      • Even or odd number of shapes - up to 20 (2-E.1)
      • Identify even and odd numbers - up to 20 (2-E.2)

    • 2.AR.B.3b Write an equation to express an even number as a sum of equal addends.

      • Addition sentences for even and odd numbers (2-E.3)
      • Add doubles - complete the sentence (2-F.3)

  • 2.AR.B.4 Use addition to find the total number of objects arranged in equal groups and rectangular arrays with up to 5 rows and up to 5 columns.

    • Identify repeated addition for equal groups - sums to 25 (2-X.2)
    • Identify repeated addition for arrays - sums to 25 (2-X.4)
    • 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)

    • 2.AR.B.4a Write an equation to express the total as a sum of equal addends (a repeated addition equation).

      • Write addition sentences for equal groups - sums to 25 (2-X.3)
      • Write addition sentences for arrays - sums to 25 (2-X.5)
      • Write addition sentences for arrays - sums to 10 (2)

2.GL Geometric Reasoning & Logic

• 2.GL.A Reason with shapes and their attributes.

  • 2.GL.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces, with sizes being compared directly or visually. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

    • Count sides and vertices (2-II.1)
    • 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)
    • 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)
    • Sort three-dimensional shapes (2-JJ.8)
    • Compare sides and vertices (2)

  • 2.GL.A.2 Apply spatial structuring to partition a rectangle into rows and columns of same-size units, interpreting both as a collection of units and as single units, and count to find the total number of units. The rectangle should not be divided up into more than 5 columns and 5 rows to correlate with 2.AR.B.4.

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

  • 2.GL.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.

    • Equal parts (2-LL.1)
    • Make halves (2-LL.8)
    • Make thirds (2-LL.9)
    • Make fourths (2-LL.10)
    • Make halves, thirds, and fourths (2-LL.12)
    • Make halves, thirds, and fourths in different ways (2-LL.14)

    • 2.GL.A.3a Identify examples and non-examples of halves, thirds, and fourths.

      • Identify halves (2-LL.2)
      • Identify thirds (2-LL.3)
      • Identify fourths (2-LL.4)
      • Identify halves, thirds, and fourths (2-LL.6)
      • Identify a half, a third, and a fourth (2-LL.16)

2.DM Data Analysis & Measurement

• 2.DM.A Measure and estimate lengths in standard units.

  • 2.DM.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

    • 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.DM.A.2 Measure the length of an object twice, using two different units of length (inches, feet, centimeters, or meters) or two different measurements.

    • 2.DM.A.2a Describe how the two measurements relate to the size of the unit chosen with a written response.

      • Measure with different metric units (2-HH.4)
      • Measure with different customary units: inches and feet (2)

  • 2.DM.A.3 Estimate lengths using units of inches, feet, centimeters, and meters to the nearest whole unit.

    • Estimate lengths with inches and feet (2-GG.4)
    • Which customary unit of length is appropriate: inches or feet? (2-GG.7)
    • Estimate lengths with centimeters and meters (2-HH.3)
    • Which metric unit of length is appropriate? (2-HH.5)

  • 2.DM.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of the same standard length unit.

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

• 2.DM.B Relate addition and subtraction to length.

  • 2.DM.B.5 Use addition and subtraction up to 100 to solve one- and two-step real-world mathematical tasks involving lengths that are given in the same units by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

    • 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)

  • 2.DM.B.6 Create a number line diagram with equally spaced points corresponding to whole numbers (0, 1, 2, etc.), using 0 or another whole number as a starting point.

    • 2.DM.B.6a Recognize that each mark on a number line represents one whole number and that each position corresponds to a single value.

      • Number lines - up to 100 (2-A.2)
      • Number lines - up to 1,000 (2-A.3)
      • Place numbers on number lines - up to 1,000 (2-A.4)

    • 2.DM.B.6b Represent whole numbers as lengths from 0.

    • 2.DM.B.6c Represent whole-number sums and differences up to 100 on a number line diagram.

      • Addition sentences using number lines - sums to 20 (2-F.5)
      • Subtraction sentences using number lines - up to 20 (2-H.2)
      • Addition and subtraction sentences using number lines - up to 20 (2-J.1)
      • Use number lines to add two-digit numbers (2-M.4)
      • Use number lines to subtract two-digit numbers (2-O.4)

• 2.DM.C Work with time and money.

  • 2.DM.C.7 Tell, write, and represent time from analog and digital clocks to the nearest five minutes, using a.m. and 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.DM.C.7a Express portions of an hour using the fractional terms half an hour, half past, quarter of an hour, quarter after, and quarter til.

      • Time words: o'clock, half, quarter (2)

  • 2.DM.C.8 Solve real-world mathematical tasks involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

    • Names and values of common coins (2-AA.1)
    • Count money - groups of like coins (2-AA.3)
    • 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 - with pictures (2-AA.7)
    • Exchanging money (2-AA.8)
    • 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)
    • Which picture shows more? - up to $5 (2-CC.3)
    • Count money up to $100 - bills (2-CC.4)

• 2.DM.D Represent and interpret data.

  • 2.DM.D.9 Generate measurement data by either measuring the lengths of several objects to the nearest whole unit or by taking repeated measurements of the same object.

    • 2.DM.D.9a Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

      • Create line plots (2-FF.11)

  • 2.DM.D.10 Draw a picture graph and a bar graph (with a scale of 1, 2, 5, or 10) to represent a data set with up to four categories.

    • Create picture graphs (2-FF.3)
    • Create bar graphs (2-FF.7)
    • Create picture graphs - scales of 2, 5, and 10 (2)
    • Create bar graphs - scales of 2, 5, and 10 (2)

    • 2.DM.D.10a Solve simple put-together, take-apart, and compare real-world mathematical tasks using information presented in a picture graph or bar graph.

      • Interpret bar graphs II (2-FF.9)
      • Interpret scaled bar graphs (2)
      • Create picture graphs - scales of 2, 5, and 10 (2)
      • Interpret picture graphs - scales of 2, 5, and 10 (2)