Grade 2 - Coppell Independent School District

Grade 2 – Mathematics2(3)(D) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to determine thevalue of a collection of coins up to onedollar.2(3)(E) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to describe howthe cent symbol, dollar symbol, and thedecimal point are used to name the valueof a collection of coins.2(4)(A) Number, operation, andquantitative reasoning. The student modelsmultiplication and division.The student is expected to model, create,and describe multiplication situations inwhich equivalent sets of concrete objectsare joined.2(4)(B) Number, operation, andquantitative reasoning. The student modelsmultiplication and division.The student is expected to model, create,and describe division situations in which aset of concrete objects is separated intoequivalent sets.The student is expected to generate andsolve problem situations for a givenmathematical number sentence involvingaddition and subtraction of wholenumbers within 1,000.2(5)(A) Number and operations. Thestudent applies mathematical processstandards to determine the value of coins inorder to solve monetary transactions.The student is expected to determine thevalue of a collection of coins up to onedollar.2(5)(B) Number and operations. Thestudent applies mathematical processstandards to determine the value of coins inorder to solve monetary transactions.The student is expected to use the centsymbol, dollar sign, and the decimal pointto name the value of a collection of coins.2(6)(A) Number and operations. Thestudent applies mathematical processstandards to connect repeated addition andsubtraction to multiplication and divisionsituations that involve equal groupings andshares.The student is expected to model, create,and describe contextual multiplicationsituations in which equivalent sets ofconcrete objects are joined.2(6)(B) Number and operations. Thestudent applies mathematical processstandards to connect repeated addition andsubtraction to multiplication and divisionsituations that involve equal groupings andshares.The student is expected to model, create,and describe contextual division situationsin which a set of concrete objects isseparated into equivalent sets.situations.This SE remains unchanged.Students are expected to use the notation formoney rather than describe their use.The phrase “multiplication situations” has beenrephrased with “contextual multiplicationsituations.” The situations are not purelymathematical situations.The phrase “division situations” has beenrephrased with “contextual division situations.”The situations are not purely mathematicalsituations.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 8