Grade 2 - Coppell Independent School District
Grade 2 - Coppell Independent School District Grade 2 - Coppell Independent School District
Grade 2 – MathematicsCurrent TEKS Revised TEKS (2012) Supporting Information NotesThe Revised TEKS (2012) include the use ofthe words “automaticity,” “fluency”/”fluently,”and “proficiency” with references to standardalgorithms. Attention is being given to thesedescriptors to indicate benchmark levels ofskill to inform intervention efforts at eachgrade level. These benchmark levels arealigned to national recommendations for thedevelopment of algebra readiness forenrollment in Algebra I.(a) Introduction.(3) Throughout mathematics inKindergarten-Grade 2, students developnumerical fluency with conceptualunderstanding and computationalaccuracy. Students in Kindergarten-Grade2 use basic number sense to composeand decompose numbers in order to solveproblems requiring precision, estimation,and reasonableness. By the end of Grade2, students know basic addition andsubtraction facts and are using them towork flexibly, efficiently, and accuratelywith numbers during addition andsubtraction computation.(a) Introduction.(3) For students to become fluent inmathematics, students must develop arobust sense of number. The NationalResearch Council’s report, “Adding ItUp,” defines procedural fluency as “skillin carrying out procedures flexibly,accurately, efficiently, andappropriately.” As students developprocedural fluency, they must alsorealize that true problem solving maytake time, effort, and perseverance.Students in Grade 2 are expected toperform their work without the use ofcalculators.Automaticity refers to the rapid recall of factsand vocabulary. For example, we would expecta fifth-grade student to recall rapidly the sumof 5 and 3 or to identify rapidly a closed figurewith 3 sides and 3 angles.To be mathematically proficient, students mustdevelop conceptual understanding, proceduralfluency, strategic competence, adaptivereasoning, and productive disposition (NationalResearch Council, 2001, p. 116).“Procedural fluency refers to knowledge ofprocedures, knowledge of when and how touse them appropriately, and skill in performingthem flexibly, accurately, and efficiently”(National Research Council, 2001, p. 121).“Students need to see that procedures can bedeveloped that will solve entire classes ofproblems, not just individual problems”(National Research Council, 2001, p. 121).Procedural fluency and conceptualunderstanding weave together to developmathematical proficiency.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 2
Grade 2 – MathematicsCurrent TEKS Revised TEKS (2012) Supporting Information Notes(a) Introduction.(4) Problem solving, language andcommunication, connections within andoutside mathematics, and formal andinformal reasoning underlie all contentareas in mathematics. Throughoutmathematics in Kindergarten-Grade 2,students use these processes togetherwith technology and other mathematicaltools such as manipulative materials todevelop conceptual understanding andsolve meaningful problems as they domathematics.(a) Introduction.(2) The process standards describe waysin which students are expected toengage in the content. The placement ofthe process standards at the beginning ofthe knowledge and skills listed for eachgrade and course is intentional. Theprocess standards weave the otherknowledge and skills together so thatstudents may be successful problemsolvers and use mathematics efficientlyand effectively in daily life. The processstandards are integrated at every gradelevel and course. When possible,students will apply mathematics toproblems arising in everyday life, society,and the workplace. Students will use aproblem-solving model that incorporatesanalyzing given information, formulatinga plan or strategy, determining asolution, justifying the solution, andevaluating the problem-solving processand the reasonableness of the solution.Students will select appropriate toolssuch as real objects, manipulatives,algorithms, paper and pencil, andtechnology and techniques such asmental math, estimation, number sense,generalization and abstraction to solveproblems. Students will effectivelycommunicate mathematical ideas,reasoning, and their implications usingmultiple representations such assymbols, diagrams, graphs, computerprograms, and language. Students willuse mathematical relationships togenerate solutions and make connectionsand predictions. Students will analyzemathematical relationships to connectand communicate mathematical ideas.Students will display, explain, or justifymathematical ideas and arguments usingprecise mathematical language in writtenor oral communication.This 2012 paragraph occurs second in theRevised TEKS (2012) instead of fourth as inthe current TEKS. This highlights the continuedemphasis on process skills that now continuefrom Kindergarten through high schoolmathematics.The language of this 2012 introductoryparagraph is very similar to the MathematicalProcess Standard strand within the RevisedTEKS (2012).This 2012 introductory paragraph includesgeneralization and abstraction with the textfrom (1)(C).This 2012 introductory paragraph includescomputer programs with the text from (1)(D).This 2012 introductory paragraph states,“students will use mathematical relationshipsto generate solutions and make connectionsand predictions” instead of the text from(1)(E).(a) Introduction.(5) Statements that contain the word"including" reference content that mustbe mastered, while those containing thephrase "such as" are intended as possibleillustrative examples.The State Board approved the retention ofsome “such as” statements within the TEKSwhere needed for clarification of content.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 3
- Page 1 and 2: SIDE-BY-SIDE TEKS COMPARISONGRADE 2
- Page 6 and 7: Grade 2 - MathematicsCurrent TEKS:
- Page 8 and 9: Grade 2 - MathematicsCurrent TEKS:
- Page 10 and 11: Grade 2 - Mathematics2(3)(D) Number
- Page 12 and 13: Grade 2 - Mathematics---Current TEK
- Page 14 and 15: Grade 2 - MathematicsCurrent TEKS:
- Page 16 and 17: Grade 2 - MathematicsCurrent TEKS:
- Page 18 and 19: Grade 2 - MathematicsCurrent TEKS:
- Page 20 and 21: Grade 2 - MathematicsCurrent TEKS:
<strong>Grade</strong> 2 – MathematicsCurrent TEKS Revised TEKS (2012) Supporting Information Notes(a) Introduction.(4) Problem solving, language andcommunication, connections within andoutside mathematics, and formal andinformal reasoning underlie all contentareas in mathematics. Throughoutmathematics in Kindergarten-<strong>Grade</strong> 2,students use these processes togetherwith technology and other mathematicaltools such as manipulative materials todevelop conceptual understanding andsolve meaningful problems as they domathematics.(a) Introduction.(2) The process standards describe waysin which students are expected toengage in the content. The placement ofthe process standards at the beginning ofthe knowledge and skills listed for eachgrade and course is intentional. Theprocess standards weave the otherknowledge and skills together so thatstudents may be successful problemsolvers and use mathematics efficientlyand effectively in daily life. The processstandards are integrated at every gradelevel and course. When possible,students will apply mathematics toproblems arising in everyday life, society,and the workplace. Students will use aproblem-solving model that incorporatesanalyzing given information, formulatinga plan or strategy, determining asolution, justifying the solution, andevaluating the problem-solving processand the reasonableness of the solution.Students will select appropriate toolssuch as real objects, manipulatives,algorithms, paper and pencil, andtechnology and techniques such asmental math, estimation, number sense,generalization and abstraction to solveproblems. Students will effectivelycommunicate mathematical ideas,reasoning, and their implications usingmultiple representations such assymbols, diagrams, graphs, computerprograms, and language. Students willuse mathematical relationships togenerate solutions and make connectionsand predictions. Students will analyzemathematical relationships to connectand communicate mathematical ideas.Students will display, explain, or justifymathematical ideas and arguments usingprecise mathematical language in writtenor oral communication.This 2012 paragraph occurs second in theRevised TEKS (2012) instead of fourth as inthe current TEKS. This highlights the continuedemphasis on process skills that now continuefrom Kindergarten through high schoolmathematics.The language of this 2012 introductoryparagraph is very similar to the MathematicalProcess Standard strand within the RevisedTEKS (2012).This 2012 introductory paragraph includesgeneralization and abstraction with the textfrom (1)(C).This 2012 introductory paragraph includescomputer programs with the text from (1)(D).This 2012 introductory paragraph states,“students will use mathematical relationshipsto generate solutions and make connectionsand predictions” instead of the text from(1)(E).(a) Introduction.(5) Statements that contain the word"including" reference content that mustbe mastered, while those containing thephrase "such as" are intended as possibleillustrative examples.The State Board approved the retention ofsome “such as” statements within the TEKSwhere needed for clarification of content.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 3
Change language