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Number PatternsWorksheet/Answer key

Number PatternsWorksheet/Answer key

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TX. 111.4. Grade 2, Adopted 2012.

2.2. Number and operations. 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. The student is expected to:

2.2 (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.

2.2 (B) Use standard, word, and expanded forms to represent numbers up to 1,200.

2.2 (D) Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).

2.3. Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:

2.3 (A) Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words.

2.3 (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.

2.3 (D) Identify examples and non-examples of halves, fourths, and eighths.

2.4. Number and operations. 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. The student is expected to:

2.4 (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.

2.4 (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.

2.5. Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:

2.5 (A) Determine the value of a collection of coins up to one dollar.

2.5 (B) Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

2.6. Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:

2.6 (A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined.

2.6 (B) Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

2.7. Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:

2.7 (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.

2.7 (C) Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

Standards