IXL Skill Plan | Texas Essential Knowledge and Skills (TEKS): Grade 2

Texas Essential Knowledge and Skills (TEKS): Grade 2

Skills available for Texas second-grade math standards

Strand

Mathematical process standards
Number and operations
Algebraic reasoning
Geometry and measurement
Data analysis
Personal financial literacy

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1	Mathematical process standards
1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
A apply mathematics to problems arising in everyday life, society, and the workplace;		Addition and subtraction 1. Addition word problems - three one-digit numbers 2. Addition and subtraction word problems - up to 20 3. Addition word problems - up to two digits 4. Addition word problems - three numbers up to two digits each 5. Subtraction word problems - up to two digits 6. Addition and subtraction word problems - up to 100 7. Two-step addition and subtraction word problems - up to 100 8. Addition word problems - up to three digits 9. Subtraction word problems - up to three digits Money 10. Equivalent amounts of money up to $1 11. Exchanging money 12. Exchanging money II 13. Do you have enough money? - up to $1 14. How much more to make a dollar? 15. Correct amount of change 16. Add and subtract money up to $1: word problems 17. Do you have enough money? - up to $5 Shapes 18. Three-dimensional shapes in the real world I 19. Three-dimensional shapes in the real world II Measurement 20. Which customary unit of length is appropriate: inches, feet, or yards? 21. Customary units of length: word problems 22. Which metric unit of length is appropriate? 23. Metric units of length: word problems Data 24. Interpret picture graphs 25. Interpret bar graphs I 26. Interpret bar graphs II 27. Interpret scaled picture graphs
A apply mathematics to problems arising in everyday life, society, and the workplace;
Addition and subtraction 1. Addition word problems - three one-digit numbers 2. Addition and subtraction word problems - up to 20 3. Addition word problems - up to two digits 4. Addition word problems - three numbers up to two digits each 5. Subtraction word problems - up to two digits 6. Addition and subtraction word problems - up to 100 7. Two-step addition and subtraction word problems - up to 100 8. Addition word problems - up to three digits 9. Subtraction word problems - up to three digits Money 10. Equivalent amounts of money up to $1 11. Exchanging money 12. Exchanging money II 13. Do you have enough money? - up to $1 14. How much more to make a dollar? 15. Correct amount of change 16. Add and subtract money up to $1: word problems 17. Do you have enough money? - up to $5 Shapes 18. Three-dimensional shapes in the real world I 19. Three-dimensional shapes in the real world II Measurement 20. Which customary unit of length is appropriate: inches, feet, or yards? 21. Customary units of length: word problems 22. Which metric unit of length is appropriate? 23. Metric units of length: word problems Data 24. Interpret picture graphs 25. Interpret bar graphs I 26. Interpret bar graphs II 27. Interpret scaled picture graphs

B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;		Addition 1. Addition word problems - three one-digit numbers 2. Addition word problems - up to two digits 3. Addition word problems - three numbers up to two digits each 4. Addition word problems - up to three digits Subtraction 5. Subtraction word problems - up to two digits 6. Subtraction word problems - up to three digits Addition and subtraction 7. Use models to solve addition and subtraction word problems - up to 100 8. Addition and subtraction word problems - up to 100 9. Two-step addition and subtraction word problems - up to 100 Measurement 10. Customary units of length: word problems 11. Metric units of length: word problems
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Addition 1. Addition word problems - three one-digit numbers 2. Addition word problems - up to two digits 3. Addition word problems - three numbers up to two digits each 4. Addition word problems - up to three digits Subtraction 5. Subtraction word problems - up to two digits 6. Subtraction word problems - up to three digits Addition and subtraction 7. Use models to solve addition and subtraction word problems - up to 100 8. Addition and subtraction word problems - up to 100 9. Two-step addition and subtraction word problems - up to 100 Measurement 10. Customary units of length: word problems 11. Metric units of length: word problems

C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;		Counting sequences 1. Count forward and backward by twos, fives, and tens 2. Count forward and backward by twos, fives, tens, and hundreds Addition 3. Use number lines to add two-digit numbers 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add - up to two digits 6. Use place value to add two-digit numbers - with regrouping 7. Add two-digit numbers without regrouping - sums to 100 8. Add two-digit numbers with regrouping - sums to 100 9. Add two-digit numbers - sums to 200 10. Add three numbers up to two digits each Subtraction 11. Subtract zero or all 12. Use number lines to subtract two-digit numbers 13. Break apart a two-digit number to subtract 14. Use compensation to subtract - up to two digits 15. Use place value to subtract two-digit numbers - with regrouping 16. Subtract two-digit numbers - without regrouping 17. Subtract two-digit numbers - with regrouping Addition and subtraction 18. Addition and subtraction - up to 20 Money 19. Do you have enough money? - up to $1 20. Correct amount of change 21. Add and subtract money up to $1: word problems 22. Do you have enough money? - up to $5 Geometry and measurement 23. Measure to compare length in inches 24. Measure to compare length in centimeters 25. Tile a rectangle and find the area 26. Draw polygons 27. Create rectangles with a given area Fractions 28. Make halves, fourths, and eighths Data 29. Create picture graphs 30. Create bar graphs 31. Create scaled picture graphs
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Counting sequences 1. Count forward and backward by twos, fives, and tens 2. Count forward and backward by twos, fives, tens, and hundreds Addition 3. Use number lines to add two-digit numbers 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add - up to two digits 6. Use place value to add two-digit numbers - with regrouping 7. Add two-digit numbers without regrouping - sums to 100 8. Add two-digit numbers with regrouping - sums to 100 9. Add two-digit numbers - sums to 200 10. Add three numbers up to two digits each Subtraction 11. Subtract zero or all 12. Use number lines to subtract two-digit numbers 13. Break apart a two-digit number to subtract 14. Use compensation to subtract - up to two digits 15. Use place value to subtract two-digit numbers - with regrouping 16. Subtract two-digit numbers - without regrouping 17. Subtract two-digit numbers - with regrouping Addition and subtraction 18. Addition and subtraction - up to 20 Money 19. Do you have enough money? - up to $1 20. Correct amount of change 21. Add and subtract money up to $1: word problems 22. Do you have enough money? - up to $5 Geometry and measurement 23. Measure to compare length in inches 24. Measure to compare length in centimeters 25. Tile a rectangle and find the area 26. Draw polygons 27. Create rectangles with a given area Fractions 28. Make halves, fourths, and eighths Data 29. Create picture graphs 30. Create bar graphs 31. Create scaled picture graphs

D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;		Represent numbers 1. Convert to/from a number - up to hundreds 2. Convert to/from a number - up to 1,200 Compare and order numbers 3. Comparing numbers up to 1,000 4. Comparing numbers up to 1,200 Equal groups 5. Write stories involving repeated addition - sums to 25 Addition and subtraction 6. Match word problems to addition and subtraction sentences - up to 20 7. Write the addition sentence - up to two digits 8. Write the subtraction sentence - up to two digits 9. Use models to solve addition and subtraction word problems - up to 100 10. Match addition and subtraction word problems to equations - up to 100 11. Write the addition sentence - up to three digits 12. Write the subtraction sentence - up to three digits Money 13. Equivalent amounts of money up to $1 Two-dimensional and three-dimensional shapes 14. Sort two-dimensional shapes 15. Select three-dimensional shapes Time 16. A.M. or P.M.
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Represent numbers 1. Convert to/from a number - up to hundreds 2. Convert to/from a number - up to 1,200 Compare and order numbers 3. Comparing numbers up to 1,000 4. Comparing numbers up to 1,200 Equal groups 5. Write stories involving repeated addition - sums to 25 Addition and subtraction 6. Match word problems to addition and subtraction sentences - up to 20 7. Write the addition sentence - up to two digits 8. Write the subtraction sentence - up to two digits 9. Use models to solve addition and subtraction word problems - up to 100 10. Match addition and subtraction word problems to equations - up to 100 11. Write the addition sentence - up to three digits 12. Write the subtraction sentence - up to three digits Money 13. Equivalent amounts of money up to $1 Two-dimensional and three-dimensional shapes 14. Sort two-dimensional shapes 15. Select three-dimensional shapes Time 16. A.M. or P.M.

E create and use representations to organize, record, and communicate mathematical ideas;		Place value 1. Place value models - up to hundreds 2. Place value models - up to 1,200 Numbers to 1,000 3. Convert from expanded form - up to hundreds Input/output tables 4. Input/output tables - add and subtract by 10 5. Input/output tables - add and subtract by 100 Repeated addition 6. Identify repeated addition for arrays - sums to 25 7. Write addition sentences for arrays - sums to 25 Addition and subtraction 8. Write the addition sentence - up to two digits 9. Write the subtraction sentence - up to two digits 10. Use models to solve addition and subtraction word problems - up to 100 Equal groups 11. Count equal groups 12. Write addition sentences for equal groups - sums to 25 13. Divide by counting equal groups 14. Write division sentences for groups Fractions 15. Equal parts 16. Identify halves 17. Identify fourths 18. Identify eighths 19. Make halves 20. Make fourths 21. Make eighths Two-dimensional and three-dimensional shapes 22. Sort two-dimensional shapes Area 23. Tile a rectangle and find the area 24. Create rectangles with a given area Data 25. Create picture graphs 26. Interpret picture graphs 27. Create bar graphs 28. Interpret bar graphs I 29. Interpret bar graphs II 30. Which bar graph is correct? 31. Interpret scaled picture graphs 32. Create scaled picture graphs
E create and use representations to organize, record, and communicate mathematical ideas;
Place value 1. Place value models - up to hundreds 2. Place value models - up to 1,200 Numbers to 1,000 3. Convert from expanded form - up to hundreds Input/output tables 4. Input/output tables - add and subtract by 10 5. Input/output tables - add and subtract by 100 Repeated addition 6. Identify repeated addition for arrays - sums to 25 7. Write addition sentences for arrays - sums to 25 Addition and subtraction 8. Write the addition sentence - up to two digits 9. Write the subtraction sentence - up to two digits 10. Use models to solve addition and subtraction word problems - up to 100 Equal groups 11. Count equal groups 12. Write addition sentences for equal groups - sums to 25 13. Divide by counting equal groups 14. Write division sentences for groups Fractions 15. Equal parts 16. Identify halves 17. Identify fourths 18. Identify eighths 19. Make halves 20. Make fourths 21. Make eighths Two-dimensional and three-dimensional shapes 22. Sort two-dimensional shapes Area 23. Tile a rectangle and find the area 24. Create rectangles with a given area Data 25. Create picture graphs 26. Interpret picture graphs 27. Create bar graphs 28. Interpret bar graphs I 29. Interpret bar graphs II 30. Which bar graph is correct? 31. Interpret scaled picture graphs 32. Create scaled picture graphs

F analyze mathematical relationships to connect and communicate mathematical ideas; and		Represent numbers 1. Convert to/from a number - up to hundreds 2. Convert between place values - ones and hundreds 3. Convert from expanded form - up to hundreds 4. Convert to/from a number - up to 1,200 Counting sequences 5. Skip-counting stories 6. Count forward and backward by twos, fives, and tens 7. Count forward and backward by fives, tens, and hundreds 8. Count forward and backward by twos, fives, tens, and hundreds Repeated addition 9. Identify repeated addition for equal groups - sums to 25 10. Write addition sentences for equal groups - sums to 25 11. Identify repeated addition for arrays - sums to 25 12. Write addition sentences for arrays - sums to 25 13. Write stories involving repeated addition - sums to 25 Addition and subtraction 14. Break apart a two-digit number to add - sums to 100 15. Use compensation to add - up to two digits 16. Break apart a two-digit number to subtract 17. Use compensation to subtract - up to two digits 18. Count on to subtract two-digit numbers Money 19. Equivalent amounts of money up to $1 20. Exchanging money 21. Exchanging money II 22. How much more to make a dollar? Two-dimensional and three-dimensional shapes 23. Sort two-dimensional shapes Time 24. Compare clocks to the minute 25. Time patterns to the minute Measurement 26. Measure with different customary units: inches, feet, and yards 27. Which customary unit of length is appropriate: inches or feet? 28. Which customary unit of length is appropriate: inches, feet, or yards? 29. Measure with different metric units
F analyze mathematical relationships to connect and communicate mathematical ideas; and
Represent numbers 1. Convert to/from a number - up to hundreds 2. Convert between place values - ones and hundreds 3. Convert from expanded form - up to hundreds 4. Convert to/from a number - up to 1,200 Counting sequences 5. Skip-counting stories 6. Count forward and backward by twos, fives, and tens 7. Count forward and backward by fives, tens, and hundreds 8. Count forward and backward by twos, fives, tens, and hundreds Repeated addition 9. Identify repeated addition for equal groups - sums to 25 10. Write addition sentences for equal groups - sums to 25 11. Identify repeated addition for arrays - sums to 25 12. Write addition sentences for arrays - sums to 25 13. Write stories involving repeated addition - sums to 25 Addition and subtraction 14. Break apart a two-digit number to add - sums to 100 15. Use compensation to add - up to two digits 16. Break apart a two-digit number to subtract 17. Use compensation to subtract - up to two digits 18. Count on to subtract two-digit numbers Money 19. Equivalent amounts of money up to $1 20. Exchanging money 21. Exchanging money II 22. How much more to make a dollar? Two-dimensional and three-dimensional shapes 23. Sort two-dimensional shapes Time 24. Compare clocks to the minute 25. Time patterns to the minute Measurement 26. Measure with different customary units: inches, feet, and yards 27. Which customary unit of length is appropriate: inches or feet? 28. Which customary unit of length is appropriate: inches, feet, or yards? 29. Measure with different metric units

G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.		Compare and order numbers 1. Comparing numbers up to 1,000 2. Put numbers up to 1,000 in order 3. Comparing numbers up to 1,200 4. Put numbers up to 1,200 in order Addition and subtraction 5. Match addition and subtraction word problems to equations - up to 100 Equal groups 6. Count equal groups 7. Write stories involving repeated addition - sums to 25 8. Divide by counting equal groups Two-dimensional and three-dimensional shapes 9. Name the two-dimensional shape 10. Count sides and vertices 11. Name the three-dimensional shape Measurement 12. Measure with different customary units: inches, feet, and yards 13. Measure with different metric units
G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Compare and order numbers 1. Comparing numbers up to 1,000 2. Put numbers up to 1,000 in order 3. Comparing numbers up to 1,200 4. Put numbers up to 1,200 in order Addition and subtraction 5. Match addition and subtraction word problems to equations - up to 100 Equal groups 6. Count equal groups 7. Write stories involving repeated addition - sums to 25 8. Divide by counting equal groups Two-dimensional and three-dimensional shapes 9. Name the two-dimensional shape 10. Count sides and vertices 11. Name the three-dimensional shape Measurement 12. Measure with different customary units: inches, feet, and yards 13. Measure with different metric units

2-6	Number and operations
2 The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;		Numbers up to 100 1. Place value models - tens and ones 2. Convert to/from a number - tens and ones 3. Regroup tens and ones - ways to make a number 4. Regroup tens and ones Numbers beyond 100 5. Place value models - up to hundreds 6. Convert to/from a number - up to hundreds 7. Convert between place values - ones and hundreds 8. Convert between place values - ones, tens, and hundreds 9. Place value models - up to 1,200 10. Convert to/from a number - up to 1,200 11. Regroup numbers up to 1,200 - ways to make a number 12. Convert to/from a number up to 1,200: digits only 13. Place value - numbers up to 1,200
A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
Numbers up to 100 1. Place value models - tens and ones 2. Convert to/from a number - tens and ones 3. Regroup tens and ones - ways to make a number 4. Regroup tens and ones Numbers beyond 100 5. Place value models - up to hundreds 6. Convert to/from a number - up to hundreds 7. Convert between place values - ones and hundreds 8. Convert between place values - ones, tens, and hundreds 9. Place value models - up to 1,200 10. Convert to/from a number - up to 1,200 11. Regroup numbers up to 1,200 - ways to make a number 12. Convert to/from a number up to 1,200: digits only 13. Place value - numbers up to 1,200

B use standard, word, and expanded forms to represent numbers up to 1,200;		Number names 1. Spell word names for numbers up to 20 2. Writing numbers up to 100 in words - convert words to digits 3. Writing numbers up to 100 in words - convert digits to words 4. Writing numbers up to 1,000 in words - convert words to digits 5. Writing numbers up to 1,000 in words - convert digits to words 6. Writing numbers up to 1,000 in words 7. Writing numbers up to 1,200 in words 8. Spell word names for numbers up to 1,200 Place value 9. Identify a digit up to the hundreds place 10. Value of a digit - tens and ones 11. Value of a digit - up to hundreds 12. Value of a digit - up to thousands Expanded form 13. Convert from expanded form - up to hundreds 14. Convert to/from a number - up to 1,200 15. Convert between standard and expanded form - up to 1,200
B use standard, word, and expanded forms to represent numbers up to 1,200;
Number names 1. Spell word names for numbers up to 20 2. Writing numbers up to 100 in words - convert words to digits 3. Writing numbers up to 100 in words - convert digits to words 4. Writing numbers up to 1,000 in words - convert words to digits 5. Writing numbers up to 1,000 in words - convert digits to words 6. Writing numbers up to 1,000 in words 7. Writing numbers up to 1,200 in words 8. Spell word names for numbers up to 1,200 Place value 9. Identify a digit up to the hundreds place 10. Value of a digit - tens and ones 11. Value of a digit - up to hundreds 12. Value of a digit - up to thousands Expanded form 13. Convert from expanded form - up to hundreds 14. Convert to/from a number - up to 1,200 15. Convert between standard and expanded form - up to 1,200

C generate a number that is greater than or less than a given whole number up to 1,200;		1. Count forward and backward by fives and tens 2. Count forward and backward by twos, fives, and tens 3. Count forward and backward by fives, tens, and hundreds 4. Count forward and backward by twos, fives, tens, and hundreds
C generate a number that is greater than or less than a given whole number up to 1,200;
1. Count forward and backward by fives and tens 2. Count forward and backward by twos, fives, and tens 3. Count forward and backward by fives, tens, and hundreds 4. Count forward and backward by twos, fives, tens, and hundreds

D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);		Compare numbers 1. Comparing numbers up to 100 2. Comparing numbers up to 1,000 3. Comparing numbers up to 1,200 Order numbers 4. Put numbers up to 100 in order 5. Put numbers up to 1,000 in order 6. Put numbers up to 1,200 in order 7. Put numbers up to 1,200 in order using symbols
D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
Compare numbers 1. Comparing numbers up to 100 2. Comparing numbers up to 1,000 3. Comparing numbers up to 1,200 Order numbers 4. Put numbers up to 100 in order 5. Put numbers up to 1,000 in order 6. Put numbers up to 1,200 in order 7. Put numbers up to 1,200 in order using symbols

E locate the position of a given whole number on an open number line; and		1. Place numbers on number lines - up to 1,200
E locate the position of a given whole number on an open number line; and
1. Place numbers on number lines - up to 1,200

F name the whole number that corresponds to a specific point on a number line.		1. Number lines - up to 100 2. Number lines - up to 1,000 3. Number lines up to 1,200 4. Number lines up to 1,200 - multiples of 5, 10, and 100
F name the whole number that corresponds to a specific point on a number line.
1. Number lines - up to 100 2. Number lines - up to 1,000 3. Number lines up to 1,200 4. Number lines up to 1,200 - multiples of 5, 10, and 100
3 The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole.
A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;		Equal parts 1. Equal parts Partition shapes 2. Make halves 3. Make fourths 4. Make eighths 5. Make halves, fourths, and eighths 6. Make halves, fourths, and eighths in different ways 7. Identify a half, a fourth, and an eighth Illustrate fractions 8. Which shape illustrates the fraction? - halves, fourths, and eighths
A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
Equal parts 1. Equal parts Partition shapes 2. Make halves 3. Make fourths 4. Make eighths 5. Make halves, fourths, and eighths 6. Make halves, fourths, and eighths in different ways 7. Identify a half, a fourth, and an eighth Illustrate fractions 8. Which shape illustrates the fraction? - halves, fourths, and eighths

B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;		1. Compare equal parts
B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
1. Compare equal parts

C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and		1. Count halves, fourths, and eighths beyond one whole 2. Select fractions equivalent to whole numbers using models
C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
1. Count halves, fourths, and eighths beyond one whole 2. Select fractions equivalent to whole numbers using models

D identify examples and non-examples of halves, fourths, and eighths.		1. Identify halves 2. Identify fourths 3. Identify eighths 4. Identify halves, fourths, and eighths 5. Identify the fraction - halves, fourths, and eighths
D identify examples and non-examples of halves, fourths, and eighths.
1. Identify halves 2. Identify fourths 3. Identify eighths 4. Identify halves, fourths, and eighths 5. Identify the fraction - halves, fourths, and eighths
4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.
A recall basic facts to add and subtract within 20 with automaticity;		Addition 1. Add zero 2. Add one-digit numbers - sums to 10 3. Add one-digit numbers - sums to 20 4. Sort addition facts - sums to 20 5. Complete the addition sentence - sums to 20 Subtraction 6. Subtract zero or all 7. Subtract one-digit numbers - up to 10 8. Subtract a one-digit number from a two-digit number up to 20 9. Complete the subtraction sentence - up to 20 10. Ways to make a number using subtraction - up to 10 Mixed operations 11. Addition and subtraction - up to 20
A recall basic facts to add and subtract within 20 with automaticity;
Addition 1. Add zero 2. Add one-digit numbers - sums to 10 3. Add one-digit numbers - sums to 20 4. Sort addition facts - sums to 20 5. Complete the addition sentence - sums to 20 Subtraction 6. Subtract zero or all 7. Subtract one-digit numbers - up to 10 8. Subtract a one-digit number from a two-digit number up to 20 9. Complete the subtraction sentence - up to 20 10. Ways to make a number using subtraction - up to 10 Mixed operations 11. Addition and subtraction - up to 20

B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;		Addition without regrouping 1. Use models to add two-digit numbers - without regrouping 2. Use place value to add two-digit numbers - without regrouping 3. Add a two-digit and a one-digit number - without regrouping 4. Add two-digit numbers without regrouping - sums to 100 5. Use models to add three-digit numbers - without regrouping 6. Use expanded form to add three-digit numbers - without regrouping Addition with regrouping 7. Break apart a one-digit number to add 8. Use number lines to add two-digit numbers 9. Break apart a two-digit number to add - sums to 100 10. Use compensation to add on a number line - up to two digits 11. Use compensation to add - up to two digits 12. Use models to add two-digit numbers - with regrouping 13. Use place value to add two-digit numbers - with regrouping 14. Add a two-digit and a one-digit number - with regrouping 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers - sums to 200 18. Add three numbers up to two digits each 19. Add four numbers up to two digits each 20. Use models to add three-digit numbers - with regrouping 21. Use expanded form to add three-digit numbers - with regrouping Subtraction without regrouping 22. Use models to subtract a one-digit number from a two-digit number - without regrouping 23. Count on to subtract two-digit numbers 24. Use models to subtract two-digit numbers - without regrouping 25. Use place value to subtract two-digit numbers - without regrouping 26. Subtract a one-digit number from a two-digit number - without regrouping 27. Subtract two-digit numbers - without regrouping Subtraction with regrouping 28. Break apart a one-digit number to subtract 29. Use models to subtract a one-digit number from a two-digit number - with regrouping 30. Use number lines to subtract two-digit numbers 31. Break apart a two-digit number to subtract 32. Use compensation to subtract on a number line - up to two digits 33. Use compensation to subtract - up to two digits 34. Use models to subtract two-digit numbers - with regrouping 35. Use place value to subtract two-digit numbers - with regrouping 36. Subtract a one-digit number from a two-digit number - with regrouping 37. Subtract two-digit numbers - with regrouping
B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;
Addition without regrouping 1. Use models to add two-digit numbers - without regrouping 2. Use place value to add two-digit numbers - without regrouping 3. Add a two-digit and a one-digit number - without regrouping 4. Add two-digit numbers without regrouping - sums to 100 5. Use models to add three-digit numbers - without regrouping 6. Use expanded form to add three-digit numbers - without regrouping Addition with regrouping 7. Break apart a one-digit number to add 8. Use number lines to add two-digit numbers 9. Break apart a two-digit number to add - sums to 100 10. Use compensation to add on a number line - up to two digits 11. Use compensation to add - up to two digits 12. Use models to add two-digit numbers - with regrouping 13. Use place value to add two-digit numbers - with regrouping 14. Add a two-digit and a one-digit number - with regrouping 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers - sums to 200 18. Add three numbers up to two digits each 19. Add four numbers up to two digits each 20. Use models to add three-digit numbers - with regrouping 21. Use expanded form to add three-digit numbers - with regrouping Subtraction without regrouping 22. Use models to subtract a one-digit number from a two-digit number - without regrouping 23. Count on to subtract two-digit numbers 24. Use models to subtract two-digit numbers - without regrouping 25. Use place value to subtract two-digit numbers - without regrouping 26. Subtract a one-digit number from a two-digit number - without regrouping 27. Subtract two-digit numbers - without regrouping Subtraction with regrouping 28. Break apart a one-digit number to subtract 29. Use models to subtract a one-digit number from a two-digit number - with regrouping 30. Use number lines to subtract two-digit numbers 31. Break apart a two-digit number to subtract 32. Use compensation to subtract on a number line - up to two digits 33. Use compensation to subtract - up to two digits 34. Use models to subtract two-digit numbers - with regrouping 35. Use place value to subtract two-digit numbers - with regrouping 36. Subtract a one-digit number from a two-digit number - with regrouping 37. Subtract two-digit numbers - with regrouping

C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and		Addition 1. Addition word problems - sums to 20 2. Addition word problems - three one-digit numbers 3. Addition word problems - up to two digits 4. Addition word problems - three numbers up to two digits each 5. Addition word problems - four numbers up to two digits each 6. Addition word problems - up to three digits Subtraction 7. Subtraction word problems - up to 20 8. Subtraction word problems - up to two digits 9. Subtraction word problems - up to three digits Mixed operations 10. Comparison word problems - up to 20 11. Use models to solve addition and subtraction word problems - up to 20 12. Addition and subtraction word problems - up to 20 13. Write number sentences for word problems - up to 20 14. Two-step addition and subtraction word problems - up to 20 15. Use models to solve addition and subtraction word problems - up to 100 16. Addition and subtraction word problems - up to 100 17. Two-step addition and subtraction word problems - up to 100 18. Two-step addition and subtraction word problems - up to 1,000 Money 19. Do you have enough money? - up to $1 20. Correct amount of change 21. Add and subtract money up to $1: word problems
C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
Addition 1. Addition word problems - sums to 20 2. Addition word problems - three one-digit numbers 3. Addition word problems - up to two digits 4. Addition word problems - three numbers up to two digits each 5. Addition word problems - four numbers up to two digits each 6. Addition word problems - up to three digits Subtraction 7. Subtraction word problems - up to 20 8. Subtraction word problems - up to two digits 9. Subtraction word problems - up to three digits Mixed operations 10. Comparison word problems - up to 20 11. Use models to solve addition and subtraction word problems - up to 20 12. Addition and subtraction word problems - up to 20 13. Write number sentences for word problems - up to 20 14. Two-step addition and subtraction word problems - up to 20 15. Use models to solve addition and subtraction word problems - up to 100 16. Addition and subtraction word problems - up to 100 17. Two-step addition and subtraction word problems - up to 100 18. Two-step addition and subtraction word problems - up to 1,000 Money 19. Do you have enough money? - up to $1 20. Correct amount of change 21. Add and subtract money up to $1: word problems

D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.		1. Match word problems to addition and subtraction sentences - up to 20 2. Match addition and subtraction word problems to equations - up to 100
D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
1. Match word problems to addition and subtraction sentences - up to 20 2. Match addition and subtraction word problems to equations - up to 100
5 The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions.
A determine the value of a collection of coins up to one dollar; and		Identify coins 1. Names and values of common coins 2. Names and values of all coins Count money 3. Count money - pennies, nickels, and dimes only 4. Count money up to $1 Ways to make an amount 5. Equivalent amounts of money up to $1 6. Exchanging money 7. How much more to make a dollar? Compare money 8. Exchanging money II 9. Do you have enough money? - up to $1
A determine the value of a collection of coins up to one dollar; and
Identify coins 1. Names and values of common coins 2. Names and values of all coins Count money 3. Count money - pennies, nickels, and dimes only 4. Count money up to $1 Ways to make an amount 5. Equivalent amounts of money up to $1 6. Exchanging money 7. How much more to make a dollar? Compare money 8. Exchanging money II 9. Do you have enough money? - up to $1

B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.		Use the cent symbol 1. Names and values of common coins 2. Names and values of all coins 3. Count money - pennies, nickels, and dimes only 4. Count money up to $1 Use the dollar sign and decimal point 5. Count money up to $5 6. Do you have enough money? - up to $5 7. Write dollar amounts - up to $1
B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
Use the cent symbol 1. Names and values of common coins 2. Names and values of all coins 3. Count money - pennies, nickels, and dimes only 4. Count money up to $1 Use the dollar sign and decimal point 5. Count money up to $5 6. Do you have enough money? - up to $5 7. Write dollar amounts - up to $1
6 The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and		1. Count equal groups 2. Identify repeated addition for equal groups - sums to 25 3. Write addition sentences for equal groups - sums to 25 4. Identify repeated addition for arrays - sums to 25 5. Write addition sentences for arrays - sums to 25 6. Join equal groups 7. Write stories involving repeated addition - sums to 25 8. Identify repeated addition for arrays - sums to 10 9. Write addition sentences for arrays - sums to 10
A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and
1. Count equal groups 2. Identify repeated addition for equal groups - sums to 25 3. Write addition sentences for equal groups - sums to 25 4. Identify repeated addition for arrays - sums to 25 5. Write addition sentences for arrays - sums to 25 6. Join equal groups 7. Write stories involving repeated addition - sums to 25 8. Identify repeated addition for arrays - sums to 10 9. Write addition sentences for arrays - sums to 10

B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.		1. Divide by counting equal groups 2. Write division sentences for groups 3. Separate equal groups 4. Solve problems involving equal groups
B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
1. Divide by counting equal groups 2. Write division sentences for groups 3. Separate equal groups 4. Solve problems involving equal groups

7	Algebraic reasoning
7 The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
A determine whether a number up to 40 is even or odd using pairings of objects to represent the number;		1. Even or odd number of shapes - up to 20 2. Identify even and odd numbers - up to 40
A determine whether a number up to 40 is even or odd using pairings of objects to represent the number;
1. Even or odd number of shapes - up to 20 2. Identify even and odd numbers - up to 40

B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and		1. Add 10 or 100 to a three-digit number 2. Subtract 10 or 100 from a three-digit number 3. Add or subtract 10 or 100 - up to 1,200
B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and
1. Add 10 or 100 to a three-digit number 2. Subtract 10 or 100 from a three-digit number 3. Add or subtract 10 or 100 - up to 1,200

C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.		One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 Two-digit addition 3. Addition word problems - up to two digits 4. Write the addition sentence - up to two digits Three-digit addition 5. Addition word problems - up to three digits 6. Write the addition sentence - up to three digits One-digit subtraction 7. Subtraction word problems - up to 20 8. Subtraction sentences for word problems - up to 20 Two-digit subtraction 9. Subtraction word problems - up to two digits 10. Write the subtraction sentence - up to two digits Three-digit subtraction 11. Subtraction word problems - up to three digits 12. Write the subtraction sentence - up to three digits Mixed operations 13. Addition and subtraction word problems - up to 20 14. Two-step addition and subtraction word problems - up to 20 15. Use models to solve addition and subtraction word problems - up to 100 16. Addition and subtraction word problems - up to 100 17. Match addition and subtraction word problems to equations - up to 100 18. Two-step addition and subtraction word problems - up to 100
C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 Two-digit addition 3. Addition word problems - up to two digits 4. Write the addition sentence - up to two digits Three-digit addition 5. Addition word problems - up to three digits 6. Write the addition sentence - up to three digits One-digit subtraction 7. Subtraction word problems - up to 20 8. Subtraction sentences for word problems - up to 20 Two-digit subtraction 9. Subtraction word problems - up to two digits 10. Write the subtraction sentence - up to two digits Three-digit subtraction 11. Subtraction word problems - up to three digits 12. Write the subtraction sentence - up to three digits Mixed operations 13. Addition and subtraction word problems - up to 20 14. Two-step addition and subtraction word problems - up to 20 15. Use models to solve addition and subtraction word problems - up to 100 16. Addition and subtraction word problems - up to 100 17. Match addition and subtraction word problems to equations - up to 100 18. Two-step addition and subtraction word problems - up to 100

8-9	Geometry and measurement
8 The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
A create two-dimensional shapes based on given attributes, including number of sides and vertices;		1. Draw polygons
A create two-dimensional shapes based on given attributes, including number of sides and vertices;
1. Draw polygons

B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;		1. Sort three-dimensional shapes 2. Three-dimensional shapes in the real world I 3. Three-dimensional shapes in the real world II 4. Select three-dimensional shapes
B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
1. Sort three-dimensional shapes 2. Three-dimensional shapes in the real world I 3. Three-dimensional shapes in the real world II 4. Select three-dimensional shapes

C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;		1. Sort two-dimensional shapes by number of sides and vertices 2. Count sides and vertices 3. Identify quadrilaterals 4. Identify pentagons 5. Name polygons: up to 12 sides 6. Classify polygons: up to 12 sides 7. Sort two-dimensional shapes
C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;
1. Sort two-dimensional shapes by number of sides and vertices 2. Count sides and vertices 3. Identify quadrilaterals 4. Identify pentagons 5. Name polygons: up to 12 sides 6. Classify polygons: up to 12 sides 7. Sort two-dimensional shapes

D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and		1. Compose two-dimensional shapes
D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
1. Compose two-dimensional shapes

E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

9 The student applies mathematical process standards to select and use units to describe length, area, and time.
A find the length of objects using concrete models for standard units of length;		1. Measure length with inch cubes
A find the length of objects using concrete models for standard units of length;
1. Measure length with inch cubes

B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;		1. Measure with different customary units: inches, feet, and yards 2. Measure with different metric units
B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;
1. Measure with different customary units: inches, feet, and yards 2. Measure with different metric units

C represent whole numbers as distances from any given location on a number line;		1. Number lines - up to 100 2. Number lines - up to 1,000
C represent whole numbers as distances from any given location on a number line;
1. Number lines - up to 100 2. Number lines - up to 1,000

D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;		1. Measure using an inch ruler 2. Measure using a centimeter ruler
D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
1. Measure using an inch ruler 2. Measure using a centimeter ruler

E determine a solution to a problem involving length, including estimating lengths;		Customary units 1. Measure to compare length in inches 2. Estimate lengths with inches and feet 3. Estimate lengths with inches, feet, and yards 4. Which customary unit of length is appropriate: inches or feet? 5. Which customary unit of length is appropriate: inches, feet, or yards? 6. Compare lengths: customary units 7. Customary units of length: word problems Metric units 8. Measure to compare length in centimeters 9. Estimate lengths with centimeters and meters 10. Which metric unit of length is appropriate? 11. Compare lengths: metric units 12. Metric units of length: word problems
E determine a solution to a problem involving length, including estimating lengths;
Customary units 1. Measure to compare length in inches 2. Estimate lengths with inches and feet 3. Estimate lengths with inches, feet, and yards 4. Which customary unit of length is appropriate: inches or feet? 5. Which customary unit of length is appropriate: inches, feet, or yards? 6. Compare lengths: customary units 7. Customary units of length: word problems Metric units 8. Measure to compare length in centimeters 9. Estimate lengths with centimeters and meters 10. Which metric unit of length is appropriate? 11. Compare lengths: metric units 12. Metric units of length: word problems

F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and		1. Tile a rectangle with squares 2. Area 3. Tile a rectangle and find the area 4. Select figures with a given area 5. Create rectangles with a given area
F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and
1. Tile a rectangle with squares 2. Area 3. Tile a rectangle and find the area 4. Select figures with a given area 5. Create rectangles with a given area

G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.		Read and write time 1. Match clocks and times 2. Match analog clocks and times to the minute 3. Match analog and digital clocks to the minute 4. Read analog clocks and write times to the minute A.M. and P.M. 5. A.M. or P.M. Applications 6. Compare clocks to the minute 7. Time patterns to the minute
G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
Read and write time 1. Match clocks and times 2. Match analog clocks and times to the minute 3. Match analog and digital clocks to the minute 4. Read analog clocks and write times to the minute A.M. and P.M. 5. A.M. or P.M. Applications 6. Compare clocks to the minute 7. Time patterns to the minute

10	Data analysis
10 The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.
A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;		1. Interpret picture graphs 2. Interpret bar graphs I
A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
1. Interpret picture graphs 2. Interpret bar graphs I

B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;		Pictographs 1. Create picture graphs 2. Create scaled picture graphs Bar graphs 3. Create bar graphs 4. Create bar graphs - scales of 2, 5, and 10
B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
Pictographs 1. Create picture graphs 2. Create scaled picture graphs Bar graphs 3. Create bar graphs 4. Create bar graphs - scales of 2, 5, and 10

C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and		1. Interpret picture graphs 2. Interpret bar graphs II 3. Interpret picture graphs and bar graphs
C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
1. Interpret picture graphs 2. Interpret bar graphs II 3. Interpret picture graphs and bar graphs

D draw conclusions and make predictions from information in a graph.		Pictographs 1. Interpret picture graphs 2. Interpret scaled picture graphs Bar graphs 3. Interpret bar graphs II 4. Which bar graph is correct?
D draw conclusions and make predictions from information in a graph.
Pictographs 1. Interpret picture graphs 2. Interpret scaled picture graphs Bar graphs 3. Interpret bar graphs II 4. Which bar graph is correct?

11	Personal financial literacy
11 The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
A calculate how money saved can accumulate into a larger amount over time;		1. Spending and saving money
A calculate how money saved can accumulate into a larger amount over time;
1. Spending and saving money

B explain that saving is an alternative to spending;		1. Spending and saving money
B explain that saving is an alternative to spending;
1. Spending and saving money

C distinguish between a deposit and a withdrawal;		1. Deposits and withdrawals
C distinguish between a deposit and a withdrawal;
1. Deposits and withdrawals

D identify examples of borrowing and distinguish between responsible and irresponsible borrowing;		1. Borrowing and lending money
D identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
1. Borrowing and lending money

E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and		1. Borrowing and lending money
E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
1. Borrowing and lending money

F differentiate between producers and consumers and calculate the cost to produce a simple item.		1. Producers and consumers 2. Cost to produce an item
F differentiate between producers and consumers and calculate the cost to produce a simple item.
1. Producers and consumers 2. Cost to produce an item