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Texas Math Standards - 2nd Grade
MathScore aligns to the Texas Math Standards for 2nd Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Texas Math Standards at other levels.
Number, operation, and quantitative reasoning
2.1 The student understands how place value is used to represent whole numbers. The student is expected to use concrete models to represent, compare, and order whole numbers (through 999), read the numbers, and record the comparisons using numbers and symbols (>, <, =). (Place Value to 1000 , Order Numbers to 1000 )2.2 The student uses fraction words to name parts of whole objects or sets of objects. The student is expected to:
A. name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation; and (Fraction Pictures )
B. name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation.
2.3 The student adds and subtracts whole numbers to solve problems. The student is expected to:
A. recall and apply basic addition facts (sums to 18); (Fast Addition , Fast Addition Reverse , Fast Subtraction )
B. select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary; and (Basic Word Problems , Addition Grouping , Long Addition to 1000 , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
C. determine the value of a collection of coins less than one dollar. (Counting Money )
2.4 The student models multiplication and division. The student is expected to:
A. model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and (Understanding Multiplication )
B. model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets. (Understanding Division )
Patterns, relationships, and algebraic thinking
2.5 The student uses patterns in numbers and operations. The student is expected to:A. find patterns in numbers such as in a 100s chart;
B. use patterns in place value to compare and order whole numbers through 999; (Place Value to 1000 , Order Numbers to 1000 )
C. use patterns to develop strategies to remember basic addition facts; and (Fast Addition , Fast Addition Reverse )
D. solve subtraction problems related to addition facts (fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 - 8 = 9, and 17 - 9 = 8. (Fast Subtraction , Missing Term , Inverse Equations 1 )
2.6 The student uses patterns to describe relationships and make predictions. The student is expected to:
A. generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;
B. identify patterns in a list of related number pairs based on a real-life situation and extend the list; and (Function Tables , Function Tables 2 )
C. identify, describe, and extend patterns to make predictions and solve problems. (Line Graphs , Patterns: Numbers , Patterns: Shapes )
Geometry and spatial reasoning
2.7 The student uses attributes to identify, compare, and contrast shapes and solids. The student is expected to:A. identify attributes of any shape or solid; (Geometric Shapes )
B. use attributes to describe how two shapes or two solids are alike or different; and
C. cut geometric shapes apart and identify the new shapes made.
2.8 The student recognizes that numbers can be represented by points on a line. The student is expected to use whole numbers to locate and name points on a line.
Measurement
2.9 The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. The student is expected to:A. identify concrete models that approximate standard units of length, capacity, and weight;
B. measure length, capacity, and weight using concrete models that approximate standard units; and
C. describe activities that take approximately one second, one minute, and one hour.
2.10 The student uses standard tools to measure time and temperature. The student is expected to:
A. read a thermometer to gather data; and
B. describe time on a clock using hours and minutes. (Telling Time )
Probability and statistics
2.11 The student organizes data to make it useful for interpreting information. The student is expected to:A. construct picture graphs and bar-type graphs;
B. draw conclusions and answer questions based on picture graphs and bar-type graphs; and (Tally and Pictographs , Bar Graphs )
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.
Underlying processes and mathematical tools
2.12 The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:A. identify the mathematics in everyday situations;
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
D. use tools such as real objects, manipulatives, and technology to solve problems.
2.13 The student communicates about Grade 2 mathematics using informal language. The student is expected to:
A. explain and record observations using objects, words, pictures, numbers, and technology; and
B. relate informal language to mathematical language and symbols. (Basic Word Problems )
2.14 The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.
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