Grade 2 - Coppell Independent School District

Grade 2 – MathematicsCurrent TEKS: Underlying Processes andMathematical Tools2(13)(A) Underlying processes andmathematical tools. The studentcommunicates about Grade 2 mathematicsusing informal language.The student is expected to explain andrecord observations using objects, words,pictures, numbers, and technology.Revised TEKS (2012) Supporting Information Notes2(1)(D) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to communicatemathematical ideas, reasoning, and theirimplications using multiplerepresentations, including symbols,diagrams, graphs, and language asappropriate.Communication has expanded to includereasoning and the implications of mathematicalideas and reasoning.The list of representations is now summarizedwith “multiple representations” with specificityadded for symbols and diagrams.2(13)(B) Underlying processes andmathematical tools. The studentcommunicates about Grade 2 mathematicsusing informal language.The student is expected to relate informallanguage to mathematical language andsymbols.2(14) Underlying processes andmathematical tools. The student uses logicalreasoning.The student is expected to justify his orher thinking using objects, words,pictures, numbers, and technology.2(1)(E) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to create and userepresentations to organize, record, andcommunicate mathematical ideas.2(1)(F) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to analyzemathematical relationships to connect andcommunicate mathematical ideas.2(1)(G) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to display,explain, and justify mathematical ideasand arguments using precisemathematical language in written or oralcommunications.The use of representations is extended toinclude organizing and recording mathematicalideas in addition to communicating.As students use and create representations, itis implied that they will evaluate theeffectiveness of their representations to ensurethat they are communicating mathematicalideas clearly.Students are expected to use appropriatemathematical vocabulary and phrasing whencommunicating mathematical ideas.The Revised TEKS (2012) extends the currentTEKS to allow for additional means to analyzerelationships and to form connections withmathematical ideas past conjecturing and setsof examples and non-examples.Students are still expected to form conjecturesbased on patterns or sets of examples andnon-examples.The Revised TEKS (2012) clarifies “validateshis/her conclusions” with displays,explanations, and justifications. Theconclusions are expected to focus onmathematical ideas and arguments.Displays could include diagrams, visual aids,written work, etc. The intention is make one’swork visible to others so that explanations andjustifications may be shared in written or oralform.Precise mathematical language is expected. Forexample, students would use “vertex” insteadof “corner” when referring to the point at whichtwo edges intersect on a polygon.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 18