2018-19 2nd Grade TEKS Correlation By Unit
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2nd Grade TEKS Correlation by Unit
x = Focus
c = Computational Fluency
s = Spiral Review
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2.2 Number and operations. 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. The student is expected to:
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2.2A 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 onesxxxxsxx
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2.2B use standard, word, and expanded forms to represent numbers up to 1,200xxsx
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2.2C generate a number that is greater than or less than a given whole number up to 1,200xxsx
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2.2D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols 2.>, <, or = xxsx
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2.2E locate the position of a given whole number on an open number linexxxxxsxx
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2.2F name the whole number that corresponds to a specific point on a number linexxxxxsxx
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2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
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2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using wordsxs
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2.3B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the partxs
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2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one wholexs
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2.3D identify examples and non-examples of halves, fourths, and eighthsxs
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2.4 Number and operations. 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. The student is expected to:1.3B 1.3E 1.3F 1.5D s2.1D 2.1G s2.1D 2.1G s2.1D 2.1G s
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2.4A recall basic facts to add and subtract within 20 with automaticitycx/ccx/cx
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2.4B 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 operationsxxcccx/ccc
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2.4C 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 algorithmsxx/sxssxs
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2.4D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000xsxsxs
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2.5 Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:1.5B c
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2.5A determine the value of a collection of coins up to one dollarccx/cc
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2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coinsccx/cc
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2.6 Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:
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2.6A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joinedx
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2.6B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent setsx
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2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:1.5B c 1.5B c 1.5B c 1.5B c
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2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the numberx
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2.7B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200xxxxsxx
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RRISD 2.7B Skip count forward and backward by ten and one hundred from any given number beween 1 and 1,000cx/c
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2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problemxsxsxs
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2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:1.6A 1.6B 1.6C 1.6D 1.6E 1.6F s
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2.8A create two-dimensional shapes based on given attributes, including number of sides and verticesxs
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2.8B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms 2.including cubes as special rectangular prisms , and triangular prisms, based on attributes using formal geometric languagexs
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2.8C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of verticesxs
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2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributesxs
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2.8E 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 partsxxss
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2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to:1.7A 1.7B 1.7C 1.7D 1.7E s
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2.9A find the length of objects using concrete models for standard units of lengthxs
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2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an objectxs
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2.9C represent whole numbers as distances from any given location on a number linexxxsx
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2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapesxs
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2.9E determine a solution to a problem involving length, including estimating lengthsxs
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2.9F 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 unitxs
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2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.xsssssss
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2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
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2.10A 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 categoryx
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2.10B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or morex
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2.10C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of onexsxs
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2.10D draw conclusions and make predictions from information in a graphx
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2.11 Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
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2.11A calculate how money saved can accumulate into a larger amount over time;x
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2.11B  explain that saving is an alternative to spending;x
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2.11C  distinguish between a deposit and a withdrawal;x
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2.11D  identify examples of borrowing and distinguish between responsible and irresponsible borrowing;x
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2.11E  identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; andx
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2.11F  differentiate between producers and consumers and calculate the cost to produce a simple item.x