Texas

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;

    • Place value models - tens and ones (2-M.1)
    • Place value models - up to hundreds (2-M.2)
    • Convert to/from a number - tens and ones (2-M.8)
    • Regroup tens and ones - ways to make a number (2-M.9)
    • Regroup tens and ones (2-M.10)
    • Convert to/from a number - up to hundreds (2-M.11)
    • Convert between place values - ones and hundreds (2-M.12)
    • Convert between place values - ones, tens, and hundreds (2-M.13)
    • Place value models - up to 1,200 (2)
    • Convert to/from a number - up to 1,200 (2)

  • B use standard, word, and expanded forms to represent numbers up to 1,200;

    • Spell word names for numbers up to 20 (2-C.2)
    • Writing numbers up to 100 in words - convert words to digits (2-C.3)
    • Writing numbers up to 100 in words - convert digits to words (2-C.4)
    • Writing numbers up to 1,000 in words - convert words to digits (2-C.5)
    • Writing numbers up to 1,000 in words - convert digits to words (2-C.6)
    • Identify a digit up to the hundreds place (2-M.4)
    • Place value - tens and ones (2-M.5)
    • Place value - up to hundreds (2-M.6)
    • Place value - up to thousands (2-M.7)
    • Convert from expanded form - up to hundreds (2-M.14)
    • Writing numbers up to to 1,200 in words (2)
    • Convert to/from a number - up to 1,200 (2)

  • C generate a number that is greater than or less than a given whole number up to 1,200;

    • Count forward and backward by fives and tens (2-A.8)
    • Count forward and backward by twos, fives, and tens (2-A.9)
    • Count forward and backward by fives, tens, and hundreds (2-A.16)
    • Count forward and backward by twos, fives, tens, and hundreds (2-A.17)

  • D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);

    • Comparing numbers up to 100 (2-B.1)
    • Comparing numbers up to 1,000 (2-B.2)
    • Put numbers up to 100 in order (2-B.3)
    • Put numbers up to 1,000 in order (2-B.4)
    • Comparing numbers up to 1,200 (2)
    • Put numbers up to 1,200 in order (2)

  • E locate the position of a given whole number on an open number line; and

  • F name the whole number that corresponds to a specific point on a number line.

    • Number lines - up to 100 (2-A.11)
    • Number lines - up to 1,000 (2-A.13)
    • Fill in numbers on number lines - up to 1,200 (2)

• 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 (2-W.1)
    • Make halves (2-W.6)
    • Make fourths (2-W.8)
    • Make halves, fourths, and eighths (2)
    • Make eighths (2)

  • 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;

  • 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

    • Select fractions equivalent to whole numbers using models (2)

  • D identify examples and non-examples of halves, fourths, and eighths.

    • Identify halves (2-W.2)
    • Identify fourths (2-W.4)
    • Identify eighths (2)
    • Identify the fraction - halves, fourths, and eighths (2)
    • Which shape illustrates the fraction? - halves, fourths, and eighths (2)

• 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;

    • Add one-digit numbers - sums to 10 (2-E.1)
    • Add one-digit numbers (2-E.9)
    • Add zero (2-E.11)
    • Complete the addition sentence - sums to 20 (2-E.18)
    • Subtract one-digit numbers - up to 10 (2-F.1)
    • Ways to subtract - up to 10 (2-F.2)
    • Subtract a one-digit number from a two-digit number up to 18 (2-F.9)
    • Subtract zero/all (2-F.11)
    • Complete the subtraction sentence - up to 18 (2-F.14)
    • Add and subtract numbers up to 20 (2-L.1)

  • 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;

    • Add a two-digit and a one-digit number - without regrouping (2-G.5)
    • Add a two-digit and a one-digit number - with regrouping (2-G.6)
    • Break apart a one-digit number to add (2-G.)
    • Use models to add two-digit numbers - without regrouping (2-G.7)
    • Use models to add two-digit numbers - with regrouping (2-G.8)
    • Use place value to add two-digit numbers - without regrouping (2-G.)
    • Use place value to add two-digit numbers - with regrouping (2-G.)
    • Add two-digit numbers without regrouping - sums to 100 (2-G.9)
    • Add two-digit numbers with regrouping - sums to 100 (2-G.10)
    • Use number lines to add two-digit numbers (2-G.)
    • Break apart a two-digit number to add - sums to 100 (2-G.)
    • Add two-digit numbers - sums to 200 (2-G.11)
    • Use compensation to add on a number line - up to two digits (2-G.)
    • Use compensation to add - up to two digits (2-G.12)
    • Add three numbers up to two digits each (2-G.19)
    • Add four numbers up to two digits each (2-G.21)
    • Use models to subtract a one-digit number from a two-digit number - without regrouping (2-H.3)
    • Subtract a one-digit number from a two-digit number - without regrouping (2-H.4)
    • Use models to subtract a one-digit number from a two-digit number - with regrouping (2-H.5)
    • Subtract a one-digit number from a two-digit number - with regrouping (2-H.6)
    • Break apart a one-digit number to subtract (2-H.)
    • Use models to subtract two-digit numbers - without regrouping (2-H.7)
    • Subtract two-digit numbers - without regrouping (2-H.8)
    • Use models to subtract two-digit numbers - with regrouping (2-H.9)
    • Subtract two-digit numbers - with regrouping (2-H.10)
    • Break apart a two-digit number to subtract (2-H.)
    • Use compensation to subtract on a number line - up to two digits (2-H.)
    • Use compensation to subtract - up to two digits (2-H.11)
    • Use models to add three-digit numbers - without regrouping (2-I.3)
    • Use models to add three-digit numbers - with regrouping (2-I.4)

  • 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 word problems - sums to 20 (2-E.16)
    • Addition word problems - three one-digit numbers (2-E.22)
    • Subtraction word problems - up to 18 (2-F.12)
    • Addition word problems - up to two digits (2-G.15)
    • Addition word problems - three numbers up to two digits each (2-G.20)
    • Addition word problems - four numbers up to two digits each (2-G.22)
    • Subtraction word problems - up to two digits (2-H.14)
    • Addition word problems - up to three digits (2-I.7)
    • Subtraction word problems - up to three digits (2-J.8)
    • Addition and subtraction word problems - up to 20 (2-L.3)
    • Two-step addition and subtraction word problems - up to 20 (2-L.)
    • Comparison word problems - up to 20 (2-L.)
    • Addition and subtraction word problems - up to 100 (2-L.11)
    • Two-step addition and subtraction word problems - up to 100 (2-L.12)
    • Add and subtract money - up to $1: word problems (2-P.15)
    • Purchases - do you have enough money - up to $1 (2-P.16)
    • Correct amount of change (2-P.21)
    • Perimeter: word problems (2-V.2)

  • D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

• 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

    • Names and values of common coins (2-P.1)
    • Names and values of all coins (2-P.2)
    • Count money - pennies, nickels, and dimes only (2-P.3)
    • Count money - up to $1 (2-P.4)
    • Equivalent amounts of money - up to $1 (2-P.6)
    • Exchanging money (2-P.8)
    • Comparing groups of coins (2-P.9)
    • Purchases - do you have enough money - up to $1 (2-P.16)
    • How much more to make a dollar? (2-P.20)

  • B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

    • Names and values of common coins (2-P.1)
    • Names and values of all coins (2-P.2)
    • Count money - pennies, nickels, and dimes only (2-P.3)
    • Count money - up to $1 (2-P.4)
    • Count money - up to $5 (2-P.5)
    • Purchases - do you have enough money - up to $5 (2-P.17)
    • Write dollar amounts - up to $1 (2)

• 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

    • Identify repeated addition for equal groups - sums to 25 (2-E.)
    • Write addition sentences for equal groups - sums to 25 (2-E.)
    • Identify repeated addition in arrays - sums to 10 (2-E.25)
    • Write addition sentences for arrays - sums to 10 (2-E.26)
    • Identify repeated addition in arrays - sums to 25 (2-E.27)
    • Write addition sentences for arrays - sums to 25 (2-E.28)
    • Count equal groups (2-Y.1)

  • B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

    • Divide by counting equal groups (2-Z.1)
    • Write division sentences for groups (2-Z.2)

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;

    • Even or odd number of shapes - up to 20 (2-A.18)
    • Identify even and odd numbers - up to 20 (2-A.)

  • 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

    • Input/output tables - add and subtract by 10 (2-L.8)
    • Input/output tables - add and subtract by 100 (2-L.15)
    • Input/output tables - add and subtract by 10 or 100 (2-L.16)

  • C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

    • Addition word problems - sums to 20 (2-E.16)
    • Addition sentences for word problems - sums to 20 (2-E.17)
    • Subtraction word problems - up to 18 (2-F.12)
    • Subtraction sentences for word problems - up to 18 (2-F.13)
    • Addition word problems - up to two digits (2-G.15)
    • Write the addition sentence - up to two digits (2-G.17)
    • Subtraction word problems - up to two digits (2-H.14)
    • Write the subtraction sentence - up to two digits (2-H.16)
    • Addition word problems - up to three digits (2-I.7)
    • Write the addition sentence - up to three digits (2-I.9)
    • Subtraction word problems - up to three digits (2-J.8)
    • Write the subtraction sentence - up to three digits (2-J.10)
    • Addition and subtraction word problems - up to 20 (2-L.3)
    • Two-step addition and subtraction word problems - up to 20 (2-L.)
    • Addition and subtraction word problems - up to 100 (2-L.11)
    • Two-step addition and subtraction word problems - up to 100 (2-L.12)

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;

    • Draw polygons (2)

  • 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;

    • Shapes of everyday objects I (2-U.8)
    • Shapes of everyday objects II (2-U.9)
    • Select three-dimensional shapes (2)

  • C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

    • Count sides and vertices (2-T.3)
    • Identify quadrilaterals (2-T.)
    • Identify pentagons (2-T.)
    • Name polygons: up to 12 sides (2-T.)
    • Classify polygons: up to 12 sides (2-T.)

  • D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

    • Compose two-dimensional shapes (2-T.10)

  • 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;

    • Measure length with inch cubes (2-S.)

  • B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

  • C represent whole numbers as distances from any given location on a number line;

    • Number lines - up to 100 (2-A.11)
    • Number lines - up to 1,000 (2-A.13)

  • D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

    • Measure using an inch ruler (2-S.2)
    • Measure using a centimeter ruler (2-S.8)

  • E determine a solution to a problem involving length, including estimating lengths;

    • Measure to compare length in inches (2-S.)
    • Which customary unit of length is appropriate: inches or feet? (2-S.3)
    • Which customary unit of length is appropriate: inches, feet, or yards? (2-S.4)
    • Customary units of length: word problems (2-S.5)
    • Compare lengths: customary units (2-S.)
    • Measure to compare length in centimeters (2-S.)
    • Which metric unit of length is appropriate? (2-S.9)
    • Metric units of length: word problems (2-S.10)
    • Compare lengths: metric units (2-S.)

  • 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

    • Tile a rectangle with squares (2-V.3)
    • Area (2-V.4)
    • Select figures with a given area (2-V.5)
    • Create rectangles with a given area (2-V.7)
    • Tile a rectangle and find the area (2)

  • G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

    • A.M. or P.M. (2-Q.7)
    • Match analog clocks and times to the minute (2)
    • Match analog and digital clocks to the minute (2)
    • Read analog clocks and write times to the minute (2)
    • Compare clocks to the minute (2)
    • Time patterns to the minute (2)

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;

    • Interpret bar graphs I (2-R.5)
    • Interpret pictographs I (2-R.11)

  • B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;

    • Create bar graphs (2-R.8)
    • Create pictographs I (2-R.13)
    • Create pictographs II (2-R.14)

  • 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

    • Interpret bar graphs II (2-R.6)
    • Interpret pictographs I (2-R.11)
    • Interpret pictographs II (2-R.12)

  • D draw conclusions and make predictions from information in a graph.

    • Interpret bar graphs II (2-R.6)
    • Which bar graph is correct? (2-R.7)
    • Interpret pictographs I (2-R.11)
    • Interpret pictographs II (2-R.12)

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;

  • B explain that saving is an alternative to spending;

  • C distinguish between a deposit and a withdrawal;

  • D identify examples of borrowing and distinguish between responsible and irresponsible borrowing;

  • E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and

  • F differentiate between producers and consumers and calculate the cost to produce a simple item.