TEKS+-+2nd+Grade

=  ** 2ND GRADE TEKS **    =  =This is your space for discussing the TEKS you are teaching with others in your professional learning community. = = = (2.1) **Number, operation, and quantitative reasoning.** The student understands how place value is used to represent whole numbers. The student is expected to: (A) use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways; (B) use place value to read, write, and describe the value of whole numbers to 999; and (C) use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).

(2.2) **Number, operation, and quantitative reasoning.** The student describes how fractions are used to name parts of whole objects or sets of objects. The student is expected to: (A) use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less); (B) use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less); and (C) use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1.

(2.3) **Number, operation, and quantitative reasoning.** The student adds and subtracts whole numbers to solve problems. The student is expected to: (A) recall and apply basic addition and subtraction facts ( to 18); (B) model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers; (C) select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary; (D) determine the value of a collection of coins up to one dollar; and (E) describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.

(2.4) **Number, operation, and quantitative reasoning.** The student models multiplication and division. The student is expected to: (A) model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and (B) model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.

(2.5) **Patterns, relationships, and algebraic thinking.** The student uses patterns in numbers and operations. The student is expected to: (A) find patterns in numbers such as in a 100s chart; (B) use patterns in place value to compare and order whole numbers through 999; and (C) use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8.

(2.6) **Patterns, relationships, and algebraic thinking.** The student uses patterns to describe relationships and make predictions. The student is expected to: (A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels; (B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; and (C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

(2.7) **Geometry and spatial reasoning.** The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: (A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; (B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and (C) cut two-dimensional geometric figures apart and identify the new geometric figures formed.

(2.8) **Geometry and spatial reasoning.** The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line.

(2.9) **Measurement.** The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units ( from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: (A) identify concrete models that approximate standard units of length and use them to measure length; (B) select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface; (C) select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and (D) select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.

(2.10) **Measurement.** The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to: (A) read a thermometer to gather data; (B) read and write times shown on analog and digital clocks using five-minute increments; and (C) describe activities that take approximately one second, one minute, and one hour.

(2.11) **Probability and statistics.** The student organizes data to make it useful for interpreting information. The student is expected to: (A) construct picture graphs and bar-type graphs; (B) draw conclusions and answer questions based on picture graphs and bar-type graphs; and (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.

(2.12) **Underlying processes and mathematical tools.** The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.

(2.13) **Underlying processes and mathematical tools.** The student communicates about Grade 2 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols.

(2.14) **Underlying processes and mathematical tools.** The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. 