Grade 2 Math - TEKS Aligned

UNIT/SKILL 2- 6: Number & Operations

SKILL 2: The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.

2A: Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; 

Numbers up to 100

1. Place value models - tens and ones
2. Convert to/from a number - tens and ones
3. Regroup tens and ones - ways to make a number
4. Regroup tens and ones

Numbers beyond 100

5. Place value models - up to hundreds

6. Convert to/from a number - up to hundreds

7. Convert between place values - ones and hundreds

8. Convert between place values - ones, tens, and hundreds

9. Place value models - up to 1,200

10. Convert to/from a number - up to 1,200

2B: use standard, word, and expanded forms to represent numbers up to 1,200;

Number names

1. Spell word names for numbers up to 20
2. Writing numbers up to 100 in words - convert words to digits
3. Writing numbers up to 100 in words - convert digits to words
4. Writing numbers up to 1,000 in words - convert words to digits
5. Writing numbers up to 1,000 in words - convert digits to words
6. Writing numbers up to to 1,200 in words

Place value

7. Identify a digit up to the hundreds place

8. Place value - tens and ones

9. Place value - up to hundreds

10. Place value - up to thousands

Expanded form

11. Convert from expanded form - up to hundreds

12. Convert to/from a number - up to 1,200

2C: generate a number that is greater than or less than a given whole number up to 1,200;

1. Count forward and backward by fives and tens

2. Count forward and backward by twos, fives, and tens

3. Count forward and backward by fives, tens, and hundreds

4. Count forward and backward by twos, fives, tens, and hundreds

2D: use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =); 

Compare numbers

1. Comparing numbers up to 100

2. Comparing numbers up to 1,000

3. Comparing numbers up to 1,200

Order numbers

4. Put numbers up to 100 in order

5. Put numbers up to 1,000 in order

6. Put numbers up to 1,200 in order

2E: locate the position of a given whole number on an open number line; and 

2F: name the whole number that corresponds to a specific point on a number line

1. Number lines - up to 100

2. Number lines - up to 1,000

3. Fill in numbers on number lines - up to 1,200

SKILL 3: The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. 

3A: partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;

Equal parts

1. Equal parts

Partition shapes

2. Make halves

3. Make fourths

4. Make halves, fourths, and eighths

5. Make eighths

3B: explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;

3C: use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and 

1. Select fractions equivalent to whole numbers using models

3D: identify examples and non-examples of halves, fourths, and eighth

1. Identify halves

2. Identify fourths

3. Identify eighths

4. Identify the fraction - halves, fourths, and eighths

5. Which shape illustrates the fraction? - halves, fourths, and eighths

SKILL 4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. 

4A: Recall basic facts to add and subtract within 20 with automaticity;

Addition

1. Add one-digit numbers - sums to 10

2. Add one-digit numbers

3. Add zero

4. Complete the addition sentence - sums to 20

Subtraction

5. Subtract one-digit numbers - up to 10

6. Ways to subtract - up to 10

7. Subtract a one-digit number from a two-digit number up to 18

8. Subtract zero/all ZG2 9. Complete the subtraction sentence - up to 18

Mixed operations

10. Add and subtract numbers up to 20

4B: add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;

Addition without regrouping

1. Add a two-digit and a one-digit number - without regrouping

2. Use models to add two-digit numbers - without regrouping

3. Add two-digit numbers without regrouping - sums to 100

4. Use models to add three-digit numbers - without regrouping

Addition with regrouping

5. Add a two-digit and a one-digit number - with regrouping

6. Break apart a one-digit number to add

7. Use models to add two-digit numbers - with regrouping

8. Add two-digit numbers with regrouping - sums to 100

9. Break apart a two-digit number to add

10. Add two-digit numbers - sums to 200 G

11. Use compensation to add - up to two digits

12. Add three numbers up to two digits each

13. Add four numbers up to two digits each

14. Use models to add three-digit numbers - with regrouping

Subtraction without regrouping

15. Use models to subtract a one-digit number from a two-digit number - without regrouping

16. Subtract a one-digit number from a two-digit number - without regrouping

17. Use models to subtract two-digit numbers - without regrouping

18. Subtract two-digit numbers - without regrouping

Subtraction with regrouping

19. Use models to subtract a one-digit number from a two-digit number - with regrouping

20. Subtract a one-digit number from a two-digit number - with regrouping

21. Break apart a one-digit number to subtract

22. Use models to subtract two-digit numbers - with regrouping

23. Subtract two-digit numbers - with regrouping

24. Break apart a two-digit number to subtract

25. Use compensation to subtract - up to two digits

4C: solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and 

Addition

1. Addition word problems - sums to 20

2. Addition word problems - three one-digit numbers

3. Addition word problems - up to two digits

4. Addition word problems - three numbers up to two digits each

5. Addition word problems - four numbers up to two digits each

6. Addition word problems - up to three digits

Subtraction

7. Subtraction word problems - up to 18

8. Subtraction word problems - up to two digits

9. Subtraction word problems - up to three digits

Mixed operations

10. Addition and subtraction word problems - up to 20

11. Comparison word problems up to 20

12. Addition and subtraction word problems - up to 100

13. Two-step addition and subtraction word problems - up to 100

Money

14. Add and subtract money - up to $1: word problems

15. Purchases - do you have enough money - up to $1

16. Correct amount of change

Perimeter

17. Perimeter: word problems

4D: generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

SKILL 5: The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. 

5A: determine the value of a collection of coins up to one dollar;

Identify coins

1. Names and values of common coins

2. Names and values of all coins

Count money

3. Count money - pennies, nickels, and dimes only 

4. Count money - up to $1 

Ways to make an amount

5. Equivalent amounts of money - up to $1

6. Exchanging money 

7. How much more to make a dollar?

Compare money

8. Comparing groups of coins

9. Purchases - do you have enough money - up to $1

5B: use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

Use the cent symbol

1. Names and values of common coins

2. Names and values of all coins

3. Count money - pennies, nickels, and dimes only 

4. Count money - up to $1 

Use the dollar sign and decimal point

5. Count money - up to $5 

6. Purchases - do you have enough money - up to $5

7. Write dollar amounts - up to $1 

SKILL 6: The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.

6A: model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined;

1. Identify repeated addition in arrays - sums to 10 

2. Write addition sentences for arrays - sums to 10

3. Identify repeated addition in arrays - sums to 25 

4. Write addition sentences for arrays - sums to 25

5. Count equal groups

6B: model, create and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

1. Divide by counting equal groups

2. Write division sentences for groups 

SKILL 7 - ALGEBRAIC REASONING

SKILL 7: The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.

7A: determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

1. Even or odd 

7B: use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200;

1. Input/output tables - add and subtract by 10 

2. Input/output tables - add and subtract by 100 

3. Input/output tables - add and subtract by 10 or 100 

7C: represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

One-digit addition

1. Addition word problems - sums to 20

2. Addition sentences for word problems - sums to 20

Two-digit addition

3. Addition word problems - up to two digits

4. Write the addition sentence - up to two digits

Three-digit addition

5. Addition word problems - up to three digits

6. Write the addition sentence - up to three digits

One-digit subtraction

7. Subtraction word problems - up to 18

8. Subtraction sentences for word problems - up to 18

Two-digit subtraction

9. Subtraction word problems - up to two digits

10. Write the subtraction sentence - up to two digits

Three-digit subtraction

11. Subtraction word problems - up to three digits

12. Write the subtraction sentence - up to three digits

Mixed operations

13. Addition and subtraction word problems - up to 20

14. Addition and subtraction word problems - up to 100

15. Two-step addition and subtraction word problems - up to 100 

SKILL 8-9:GEOMETRY AND MEASUREMENT

SKILL 8 objectives: The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.

8A: create two-dimensional shapes based on given attributes, including the number of sides and vertices;

8B: classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;

1. Shapes of everyday objects I 

2. Shapes of everyday objects II 

3. Select three-dimensional shapes

8C: classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

1. Select two-dimensional shapes 

2. Count sides and vertices

3. Name polygons: up to 12 sides

8D: compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

1. Compose two-dimensional shapes 

8E: decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

SKILL 9: The student applies mathematical process standards to select and use units to describe length, area, and time.

9A: find the length of objects using concrete models for standard units of length;

1. Measure length with inch cubes

9B: describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

9C: represent whole numbers as distances from any given location on a number line;

1. Number lines - up to 100 

2. Number lines - up to 1,000 

9D: determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

1. Measure using an inch ruler

2. Measure using a centimeter ruler 

9E: determine a solution to a problem involving length, including estimating lengths;

Customary units

1. Which customary unit of length is appropriate: inches or feet? 

2. Which customary unit of length is appropriate: inches, feet, or yards? 

3. Customary units of length: word problems 

4. Compare lengths: customary units

Metric units

5. Which metric unit of length is appropriate? 

6. Metric units of length: word problems

7. Compare lengths: metric units

9F: use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and

1. Tile a rectangle with squares 

2. Area 

3. Select figures with a given area 

4. Create rectangles with a given area 

5. Tile a rectangle and find the area 

9G: read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

Read and write time

1. Match analog clocks and times to the minute

2. Match analog and digital clocks to the minute

3. Read analog clocks and write times to the minute

A.M. and P.M.

4. A.M. or P.M.

Applications

5. Compare clocks to the minute

6. Time patterns to the minute

SKILL 10: DATA ANALYSIS

SKILL 10: The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.

10A: explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;

1. Interpret bar graphs I

2. Interpret pictographs I

10B: organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;

Pictographs

1. Create pictographs I 

2. Create pictographs II 

Bar graphs

3. Create bar graphs 

10C: write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and

1. Interpret bar graphs II

2. Interpret pictographs I

3. Interpret pictographs II

10D: draw conclusions and make predictions from information in a graph.

Pictographs

1. Interpret pictographs I

2. Interpret pictographs II

Bar graphs

3. Interpret bar graphs II

4. Which bar graph is correct?

SKILL 11: PERSONAL FINANCIAL LITERACY

SKILL 11: The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

11A: calculate how money saved can accumulate into a larger amount over time;

11B: explain that saving is an alternative to spending;

11C: distinguish between a deposit and a withdrawal;

11D: identify examples of borrowing and distinguish between responsible and irresponsible borrowing;

11E: identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and

11F: differentiate between producers and consumers and calculate the cost to produce a simple item.