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TX.111.14. Mathematics, Grade 2.
(2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. The student is expected to:
2.1 (A) Use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways.
2.1 (B) Use place value to read, write, and describe the value of whole numbers to 999.
2.1 (C) Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).
(2.10) Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to:
2.10 (A) Read a thermometer to gather data.
2.10 (B) Read and write times shown on analog and digital clocks using five-minute increments.
(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to:
2.11 (B) Draw conclusions and answer questions based on picture graphs and bar-type graphs.
2.11 (C) Use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.
(2.2) Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects. The student is expected to:
2.2 (A) Use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less).
2.2 (B) Use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less).
2.2 (C) Use concrete models to determine if a fractional part of a whole is closer to 0, 1/2 or 1.
(2.3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to:
2.3 (A) Recall and apply basic addition and subtraction facts to 18.
2.3 (B) Model addition and subtraction of two digit numbers with objects, pictures, words, and numbers.
2.3 (C) Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary.
2.3 (D) Determine the value of a collection of coins up to one dollar.
2.3 (E) Describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.
(2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to:
2.5 (A) Find patterns in numbers such as in a 100s chart.
2.5 (B) Use patterns in place value to compare and order whole numbers through 999.
2.5 (C) Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 - 8 = 9, and 17 - 9 = 8.
(2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:
2.6 (C) Identify, describe, and extend repeating and additive patterns to make predictions and solve problems.
(2.7) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:
2.7 (A) Describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.
2.7 (B) Use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different.
(2.8) Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line.
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