Grade 2 - Coppell Independent School District

Grade 2 – MathematicsCurrent TEKS: Number, Operation, andQuantitative ReasoningRevised TEKS (2012) Supporting Information Notes+++2(1)(A) Number, operation, andquantitative reasoning. The studentunderstands how place value is used torepresent whole numbers.The student is expected to use concretemodels of hundreds, tens, and ones torepresent a given whole number (up to999) in various ways.2(1)(B) Number, operation, andquantitative reasoning. The studentunderstands how place value is used torepresent whole numbers.The student is expected to use place valueto read, write, and describe the value ofwhole numbers to 999.2(2)(A) 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 use concreteand pictorial models to compose anddecompose numbers up to 1,200 in morethan one way as a sum of so manythousands, hundreds, tens, and ones.2(2)(B) 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 use standard,word, and expanded forms to representnumbers up to 1,200.2(2)(C) 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 generate anumber that is greater than or less than agiven whole number up to 1,200.Specificity has been added with rephrasing“Represent….in various ways” as “use concreteand pictorial models to compose anddecompose numbers.”Specificity has been added with “sum of somany thousands, hundreds, tens, and ones.” Itmay include decomposing 787 into 7 hundreds,8 tens, and 7 ones. It may also includedecomposing 787 into the sum of 500, 200, 50,30, and 7 to prepare for work with compatiblenumbers when adding whole numbers withfluency.The number has increased from “up to 999” to“up to 1,200.” Students are expected to usepictorial models in addition to concrete models.The Revised SE 2012 has been made moreconcise by replacing “read, write and describe”with “represent.”Specificity has been added for what is to berepresented (read, written, and described):“standard, word, and expanded forms” in placeof “place value.”The number has increased from “up to 999” to“up to 1,200.”This revised SE extends revised SE K(2)(F)where students are expected to generate anumber that is one more or one less thananother number up to 20 and revised SE1(5)(C) where students are expected todetermine the number that is 10 more and 10less than a given number up to 120.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 4