Grade 2 - Coppell Independent School District

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<strong>Grade</strong> 2 – MathematicsCurrent TEKS: Geometry and SpatialReasoning2(8) Geometry and spatial reasoning.The student recognizes that a line can be usedto represent a set of numbers and itsproperties.The student is expected to use wholenumbers to locate and name points on anumber line.Revised TEKS (2012) Supporting Information Notes2(2)(E) Number and operations. Thestudent applies mathematical processstandards to understand how to represent andcompare whole numbers, the relative positionand magnitude of whole numbers, andrelationships within the numeration systemrelated to place value.The student is expected to locate theposition of a given whole number on anopen number line.2(2)(F) Number and operations. Thestudent applies mathematical processstandards to understand how to represent andcompare whole numbers, the relative positionand magnitude of whole numbers, andrelationships within the numeration systemrelated to place value.The student is expected to name thewhole number that corresponds to aspecific point on a number line.The use of an open number line has beenspecified.The current SE was been separated into twoRevised SEs (2012).The current SE was been separated into twoRevised SEs (2012).++2(8)(A) Geometry and measurement.The student applies mathematical processstandards to analyze attributes of twodimensionalshapes and three-dimensionalsolids to develop generalizations about theirproperties.The student is expected to create twodimensionalshapes based on givenattributes, including number of sides andvertices.2(8)(D) Geometry and measurement.The student applies mathematical processstandards to analyze attributes of twodimensionalshapes and three-dimensionalsolids to develop generalizations about theirproperties.The student is expected to compose twodimensionalshapes and three-dimensionalsolids with given properties or attributes.The revised SE comes from the current grade 1TEKS:Geometry1(5)(D)Students are expected to create shapes basedon given attributes rather than given concretemodels.The revised SE comes from the current grade 1TEKS:Geometry1(5)(D)Students are expected to compose 2-d shapesand 3-d solids such as building a rectangle outof unit squares or building a rectangular prismout of unit cubes.Students are expected to compose givenproperties.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 12
<strong>Grade</strong> 2 – MathematicsCurrent TEKS: Measurement Revised TEKS (2012) Supporting Information Notes+2(9)(A) Measurement. The student directlycompares the attributes of length, area,weight/mass, and capacity, and usescomparative language to solve problems andanswer questions. The student selects and usesnonstandard units to describe length, area,capacity, and weight/mass. The studentrecognizes and uses models that approximatestandard units (from both SI, also known asmetric, and customary systems) of length,weight/mass, capacity, and time.The student is expected to identifyconcrete models that approximatestandard units of length and use them tomeasure length.2(9)(A) Geometry and measurement.The student applies mathematical processstandards to select and use units to describelength, area, and time.The student is expected to find the lengthof objects using concrete models forstandard units of length.2(9)(B) Geometry and measurement.The student applies mathematical processstandards to select and use units to describelength, area, and time.The student is expected to describe theinverse relationship between the size ofthe unit and the number of units neededto equal the length of an object.2(9)(C) Geometry and measurement.The student applies mathematical processstandards to select and use units to describelength, area, and time.The student is expected to representwhole numbers as distances from anygiven location on a number line.2(9)(D) Geometry and measurement.The student applies mathematical processstandards to select and use units to describelength, area, and time.The student is expected to determine thelength of an object to the nearest markedunit using rulers, yardsticks, meter sticks,or measuring tapes.Greater specificity has been added with therevised SE by breaking the current SE 2(9)(A)into its component parts.The concrete models should represent ratherthan approximate a standard unit of lengthsuch as the edges of inch tiles or centimetercubes.Greater specificity has been added with therevised SE by breaking the current SE 2(9)(A)into its component parts. A student is expectedto provide a description such as “the longer theunit, the fewer needed and the shorter theunit, the more needed to measure a length.”The revised SE has added number lines as arepresentation of distance (length).Greater specificity has been added with therevised SE by breaking the current SE 2(9)(A)into its component parts.Students are expected to use standard units oflength and measure to the nearest whole unitsuch as an inch or a foot.2(9)(E) Geometry and measurement.The student applies mathematical processstandards to select and use units to describelength, area, and time.The student is expected to determine asolution to a problem involving length,including estimating lengths.Greater specificity has been added with therevised SE by breaking the current SE 2(9)(A)into its component parts.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 13
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Grade 2 - Coppell Independent School District

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