Grade 2 - Coppell Independent School District
Grade 2 - Coppell Independent School District Grade 2 - Coppell Independent School District
Grade 2 – MathematicsCurrent TEKS: Number, Operation, andQuantitative ReasoningRevised TEKS (2012) Supporting Information Notes–2(2)(A) Number, operation, andquantitative reasoning. The studentdescribes how fractions are used to name partsof whole objects or sets of objects.The student is expected to use concretemodels to represent and name fractionalparts of a whole object (withdenominators of 12 or less).2(2)(B) Number, operation, andquantitative reasoning. The studentdescribes how fractions are used to name partsof whole objects or sets of objects.The student is expected to use concretemodels to represent and name fractionalparts of a set of objects (withdenominators of 12 or less).2(3)(D) Number and operations. Thestudent applies mathematical processstandards to recognize and represent fractionalunits and communicates how they are used toname parts of a whole.The student is expected to identifyexamples and non-examples of halves,fourths, and eighths.Specificity has been added to illustrate howstudents might justify their thinking related tohalves, fourths, and eighths.The content of this SE was moved to grade 3:Number and operations3(3)(E)–+2(2)(C) Number, operation, andquantitative reasoning. The studentdescribes how fractions are used to name partsof whole objects or sets of objects.The student is expected to use concretemodels to determine if a fractional part ofa whole is closer to 0, ½, or 1.2(3)(A) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to recall andapply basic addition and subtraction facts(to 18).2(4)(A) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The student is expected to recall basicfacts to add and subtractwithin 20 with automaticity.This skill, when coupled with revised SE3(1)(C), becomes part of the revised SE3(3)(H).Students are expected to recall basic additionand subtraction facts.When coupled with revised SE, students maystill be asked to apply these basic facts.The level of skill with “automaticity” requiresquick recall of basic facts within 20 with speedand accuracy at an unconscious level.Automaticity is part of procedural fluency and,as such, should not be overly emphasized as anisolated skill.Automaticity with basic addition andsubtraction facts allows students to explorericher applications of addition and subtraction.This is an increase from within 18.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 6
Grade 2 – MathematicsCurrent TEKS: Number, Operation, andQuantitative ReasoningRevised TEKS (2012) Supporting Information Notes+2(3)(B) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to model additionand subtraction of two-digit numbers withobjects, pictures, words, and number.2(3)(C) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to select additionor subtraction to solve problems usingtwo-digit numbers, whether or notregrouping is necessary.2(7)(C) Algebraic reasoning. The studentapplies mathematical process standards toidentify and apply number patterns withinproperties of numbers and operations in orderto describe relationships.The student is expected to represent andsolve addition and subtraction wordproblems where unknowns may be anyone of the terms in the problem.2(4)(B) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The student is expected to add up to fourtwo-digit numbers and subtract two-digitnumbers using mental strategies andalgorithms based on knowledge of placevalue and properties of operations.2(4)(C) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The student is expected to solve one-stepand multi-step word problems involvingaddition and subtraction within 1,000using a variety of strategies based onplace value, including algorithms.When paired with revised SEs 2(1)(C) and2(1)(D), the expectation is that studentsrepresent problems with objects,manipulatives, diagrams, language, andnumber.The action of solving with the revised SE2(7)(C) aligns to the current 2(3)(C) as well.Specificity has been added for the number ofvalues to be used when adding and subtractingwith two-digit numbers.This specificity does not constrain the workwith addition and subtraction in other SEs.Specificity has been added regarding strategiesused to solve problems.Students are still expected to “regroup” as theyapply mental strategies and algorithms basedon knowledge of place value and property ofoperations.The revised SE includes the addition andsubtraction of 3 digit numbers.The constraint of “within 1,000” has beenadded.Specificity has been added as to the type ofword problems students may be expected tosolve. Problems may be one-step of multi-step.Paired with 2(4)(B), the problems in 2(4)(C)would be limited to addition of "up to four twodigitnumbers" and subtraction of "two-digitnumbers."Strategies may include properties ofoperations. For example, 432+241 may bethought of as (400+200)+(30+40)+(2+1).Specificity has been added regarding strategiesused to solve problems.Fluency with this skill occurs in grade 3.2(4)(D) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The revised SE includes the addition andsubtraction of 3 digit numbers.Students must be provided with amathematical number sentence in order togenerate and then solve their problem©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 7
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<strong>Grade</strong> 2 – MathematicsCurrent TEKS: Number, Operation, andQuantitative ReasoningRevised TEKS (2012) Supporting Information Notes+2(3)(B) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to model additionand subtraction of two-digit numbers withobjects, pictures, words, and number.2(3)(C) Number, operation, andquantitative reasoning. The student addsand subtracts whole numbers to solveproblems.The student is expected to select additionor subtraction to solve problems usingtwo-digit numbers, whether or notregrouping is necessary.2(7)(C) Algebraic reasoning. The studentapplies mathematical process standards toidentify and apply number patterns withinproperties of numbers and operations in orderto describe relationships.The student is expected to represent andsolve addition and subtraction wordproblems where unknowns may be anyone of the terms in the problem.2(4)(B) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The student is expected to add up to fourtwo-digit numbers and subtract two-digitnumbers using mental strategies andalgorithms based on knowledge of placevalue and properties of operations.2(4)(C) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The student is expected to solve one-stepand multi-step word problems involvingaddition and subtraction within 1,000using a variety of strategies based onplace value, including algorithms.When paired with revised SEs 2(1)(C) and2(1)(D), the expectation is that studentsrepresent problems with objects,manipulatives, diagrams, language, andnumber.The action of solving with the revised SE2(7)(C) aligns to the current 2(3)(C) as well.Specificity has been added for the number ofvalues to be used when adding and subtractingwith two-digit numbers.This specificity does not constrain the workwith addition and subtraction in other SEs.Specificity has been added regarding strategiesused to solve problems.Students are still expected to “regroup” as theyapply mental strategies and algorithms basedon knowledge of place value and property ofoperations.The revised SE includes the addition andsubtraction of 3 digit numbers.The constraint of “within 1,000” has beenadded.Specificity has been added as to the type ofword problems students may be expected tosolve. Problems may be one-step of multi-step.Paired with 2(4)(B), the problems in 2(4)(C)would be limited to addition of "up to four twodigitnumbers" and subtraction of "two-digitnumbers."Strategies may include properties ofoperations. For example, 432+241 may bethought of as (400+200)+(30+40)+(2+1).Specificity has been added regarding strategiesused to solve problems.Fluency with this skill occurs in grade 3.2(4)(D) Number and operations. Thestudent applies mathematical processstandards to develop and use strategies andmethods for whole number computations inorder to solve addition and subtractionproblems with efficiency and accuracy.The revised SE includes the addition andsubtraction of 3 digit numbers.Students must be provided with amathematical number sentence in order togenerate and then solve their problem©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 7
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