## Holidays

## Math

American Symbols & HolidaysMemorial Day Whole Numbers Kindergarten Math Subtraction is not Commutative Second Grade Math Shapes Kindergarten Math Whole Numbers Kindergarten Math Telling Time First Grade Math Telling Time First Grade Math **Calendar**FreeWorksheets: 4Study Guides: 1Vocabulary: 1**Comparing Objects**Worksheets: 3Study Guides: 1Vocabulary: 2**Measurement**Worksheets: 3Study Guides: 1Vocabulary: 3**Ordinals**Worksheets: 4Study Guides: 1Vocabulary: 2**Time**Worksheets: 4Study Guides: 1Vocabulary: 2### 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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