Place value, whole numbers, fractions, decimals and integers, and computing with them accurately and efficiently.
2.2 Number and operations: represent and compare whole numbers, their position and size, and place value relationships in the number system
2.2A Compose and decompose numbers within 1,200 several ways, as thousands, hundreds, tens, and ones, with concrete and pictorial models
2.2B Represent numbers to 1,200 in standard, word, and expanded forms
2.2C Come up with a whole number above or below any given whole number within 1,200
2.2D Compare and order whole numbers to 1,200 by place value, using comparison words, numbers, and the symbols >, <, or =
2.2E Find where a given whole number sits on an open number line
2.2F Name the whole number shown at a particular point on a number line
2.3 Number and operations: recognize and show fractional units and explain how they name parts of a whole
2.3A Divide objects into equal shares and use words to name them, including halves, fourths, and eighths
2.3B Explain that using more fractional parts to make a whole means smaller parts, and fewer parts means larger ones
2.3C Count fractional parts beyond a whole in words with concrete models and see how many parts equal one whole
2.3D Tell halves, fourths, and eighths apart from things that are not
2.4 Number and operations: build and use efficient, accurate strategies and methods to add and subtract whole numbers
2.4A Recall basic addition and subtraction facts within 20 automatically
2.4B Subtract two-digit numbers and add up to four of them, with mental strategies and algorithms that rest on place value and operation properties
2.4C Use varied place-value strategies, algorithms included, to solve single-step and multi-step addition and subtraction word problems within 1,000
2.4D Create and solve story problems for a given addition or subtraction number sentence with whole numbers within 1,000
2.5 Number and operations: find the value of coins to solve money problems
2.5A Find the value of a set of coins totaling up to one dollar
2.5B Write the value of a group of coins using a dollar sign, cent symbol, and decimal point
2.6 Number and operations: connect repeated adding and taking away of equal groups to multiplying and dividing, including equal sharing
2.6A Model, create, and describe real-world multiplication situations that join equal sets of concrete objects
2.6B Model, create, and describe real-world division situations that split a set of concrete objects into equal sets
Algebraic Reasoning
Patterns, relationships between quantities, and representing problems with equations and expressions.
2.7 Algebraic reasoning: find and use number patterns in properties of numbers and operations to describe relationships
2.7A Pair up objects to decide if a number through 40 is even or odd
2.7B Use place value to name the number 10 or 100 above or below any number within 1,200
2.7C Show and solve word problems about adding and subtracting where the unknown can be any term
Geometry and Measurement
Classifying shapes and solids, measuring length, area, volume, time and money, and using measurement tools.
2.8 Geometry and measurement: study attributes of flat shapes and solid figures to form general ideas about them
2.8A Draw or build flat shapes that match given attributes, including how many sides and vertices
2.8B Classify and sort solid figures (spheres, cones, cylinders, triangular prisms, and rectangular prisms with cubes as a special type) by their attributes, using formal geometry language
2.8C Classify and sort polygons having at most 12 sides by attributes, including how many sides and vertices they have
2.8D Build flat shapes and solid figures that have given properties or attributes
2.8E Take apart flat shapes, for example removing a square from a rectangle, halving a shape, or cutting a rectangle into matching triangles, and name the parts that result
2.9 Geometry and measurement: pick units suited to describing distance, area, and time
2.9A Find the length of objects with concrete models of standard units
2.9B Describe the inverse relationship: a bigger unit needs fewer copies to match an object's length, and a smaller unit needs more
2.9C Represent a whole number as a distance measured from any chosen starting point on a number line
2.9D Use a ruler, yardstick, meter stick, or measuring tape to find an object's length to the closest marked unit
2.9E Solve a problem about length, including estimating lengths
2.9F Cover a rectangle with concrete square units, no gaps or overlaps, count them to get the area, and state it with a number and unit
2.9G Tell and record time to the nearest minute on analog and digital clocks, and tell a.m. from p.m
Data Analysis
Collecting, organizing and displaying data, and answering questions from graphs and tables.
2.10 Data analysis: organize data to interpret information and solve problems
2.10A Explain that each bar's length on a bar graph, or number of pictures on a pictograph, shows how many data points are in a category
2.10B Organize collected data of up to four categories as pictographs and bar graphs whose scale counts by one or more
2.10C Write and solve one-step addition or subtraction word problems from pictographs and bar graphs with a scale of one
2.10D Use a graph's information to make predictions and draw conclusions
Personal Financial Literacy
Earning, saving, spending, borrowing and planning with money.
2.11 Personal financial literacy: manage money wisely for long-term financial security
2.11A Calculate how saved money can grow into a larger sum over time
2.11B Explain that choosing to save means choosing not to spend
2.11C Tell a deposit apart from a withdrawal
2.11D Identify examples of borrowing and tell responsible borrowing from irresponsible borrowing
2.11E Identify examples of lending and weigh its benefits and costs to judge lending decisions
2.11F Tell producers from consumers and calculate what it costs to make a simple item
Mathematical Process Standards
The ways students do math at every grade: problem solving, choosing tools, communicating and justifying reasoning.
2.1 Mathematical process standards: use math processes to build and show understanding
2.1A Use math to solve real problems from daily life, the community, and work
2.1B Solve problems with a model: study the given information, plan, find an answer, justify it, then check the process and whether the answer is reasonable
2.1C Pick suitable tools (real objects, manipulatives, pencil and paper, technology) and techniques (number sense, estimation, mental math) for solving problems
2.1D Share mathematical ideas, reasoning, and consequences through symbols, diagrams, graphs, and words
2.1E Build and apply representations that help organize, record, and communicate math thinking
2.1F Examine relationships in math to link ideas together and explain them
2.1G Show, explain, and defend math ideas and arguments in speech or writing with exact math vocabulary
There are 50 2nd Grade TEKS Math Standards on this page, in 6 strands: Number and Operations, Algebraic Reasoning, Geometry and Measurement, Data Analysis, Personal Financial Literacy, and Mathematical Process Standards.
How do I write an assessment for a 2nd Grade TEKS Math standard?
Pick a standard on this page and choose Make a quiz. AssessmentWiz opens the generator with the standard's code and text filled in, so every question targets that standard.
What does a code like 2.2A mean?
TEKS math codes read grade, knowledge and skills statement, student expectation. In 2.2A, the first number is the grade (K for kindergarten), the next number is the knowledge and skills statement, and the letter is the student expectation under it.