Texas State Standards for Mathematics: Grade 2

TX.111.14 (2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers.

(2.1) (A) The student is expected to use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways.

(2.1) (B) The student is expected to use place value to read, write, and describe the value of whole numbers to 999.

(2.1) (C) The student is expected to use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).

TX.111.14 (2.2) Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects.

(2.2) (A) The student is expected to use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less).

(2.2) (B) The student is expected to use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less).

(2.2) (C) The student is expected to use concrete models to determine if a fractional part of a whole is closer to 0, 1/2 or 1.

TX.111.14 (2.3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems.

(2.3) (A) The student is expected to recall and apply basic addition and subtraction facts to 18.

(2.3) (B) The student is expected to model addition and subtraction of two digit numbers with objects, pictures, words, and numbers.

(2.3) (C) The student is expected to select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary.

(2.3) (D) The student is expected to determine the value of a collection of coins up to one dollar.

(2.3) (E) The student is expected to describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.

TX.111.14 (2.4) Number, operation, and quantitative reasoning. The student models multiplication and division.

(2.4) (A) The student is expected to model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined.

(2.4) (B) The student is expected to model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.

TX.111.14 (2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations.

(2.5) (A) The student is expected to find patterns in numbers such as in a 100s chart.

(2.5) (B) The student is expected to use patterns in place value to compare and order whole numbers through 999.

(2.5) (C) The student is expected to 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.

TX.111.14 (2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions.

(2.6) (A) The student is expected to generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels.

(2.6) (B) The student is expected to identify patterns in a list of related number pairs based on a real-life situation and extend the list.

(2.6) (C) The student is expected to identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

TX.111.14 (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.

(2.7) (A) The student is expected to 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.

(2.7) (B) The student is expected to use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different.

(2.7) (C) The student is expected to cut two-dimensional geometric figures apart and identify the new geometric figures formed.

TX.111.14 (2.8) Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties.

(2.8) (A) The student is expected to use whole numbers to locate and name points on a number line.

TX.111.14 (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.

(2.9) (A) The student is expected to identify concrete models that approximate standard units of length and use them to measure length.

(2.9) (B) The student is expected to select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface.

(2.9) (C) The student is expected to select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container.

(2.9) (D) The student is expected to select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.

TX.111.14 (2.10) Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit).

(2.10) (A) The student is expected to read a thermometer to gather data.

(2.10) (B) The student is expected to read and write times shown on analog and digital clocks using five-minute increments.

(2.10) (C) The student is expected to describe activities that take approximately one second, one minute, and one hour.

TX.111.14 (2.11) Probability and statistics. The student organizes data to make it useful for interpreting information.

(2.11) (A) The student is expected to construct picture graphs and bar-type graphs.

(2.11) (B) The student is expected to draw conclusions and answer questions based on picture graphs and bar-type graphs.

(2.11) (C) The student is expected to 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.

TX.111.14 (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.

(2.12) (A) The student is expected to identify the mathematics in everyday situations.

(2.12) (B) The student is expected to 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.

(2.12) (C) The student is expected to 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.

(2.12) (D) The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

TX.111.14 (2.13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language.

(2.13) (A) The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

(2.13) (B) The student is expected to relate informal language to mathematical language and symbols.

TX.111.14 (2.14) Underlying processes and mathematical tools. The student uses logical reasoning.

(2.14) (A) The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.