Search Standards

Standard Name STAAR Student Expectation
1.6.A describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle);
1.6.B describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones;
1.6.C describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language; and
1.6.D use concrete models to combine two-dimensional geometric figures to make new geometric figures.
1.7.A estimate and measure length using nonstandard units such as paper clips or sides of color tiles;
1.7.B compare and order two or more concrete objects according to length (from longest to shortest);
1.7.C describe the relationship between the size of the unit and the number of units needed to measure the length of an object;
1.7.D compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least);
1.7.E compare and order two or more containers according to capacity (from holds the most to holds the least);
1.7.F compare and order two or more objects according to weight/mass (from heaviest to lightest); and
1.7.G compare and order two or more objects according to relative temperature (from hottest to coldest).
1.8.A order three or more events according to duration; and
1.8.B read time to the hour and half-hour using analog and digital clocks.
1.9.A collect and sort data; and
1.9.B use organized data to construct real-object graphs, picture graphs, and bar-type graphs.
1.10.A draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs; and
1.10.B identify events as certain or impossible such as drawing a red crayon from a bag of green crayons.
1.11.A identify mathematics in everyday situations;
1.11.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
1.11.C select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
1.11.D use tools such as real objects, manipulatives, and technology to solve problems.
1.12.A explain and record observations using objects, words, pictures, numbers, and technology; and
1.12.B relate informal language to mathematical language and symbols.
1.13.A The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
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; and
2.1.C use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).
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); and
2.2.C use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1.
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;
Resource ID Author Select Subject(s) Grade Title
TEKS12_MATH_02_001 bgraham Mathematics 2

Modeling Addition and Subtraction of Two-Digit Numbers

In this activity students will model addition and subtraction of two-digit numbers.

View Resource
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; and
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.
2.4.A model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and
2.4.B model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.
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; and
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.A generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;
2.6.B identify patterns in a list of related number pairs based on a real-life situation and extend the list; and
2.6.C identify, describe, and extend repeating and additive patterns to make predictions and solve problems.
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; and
2.7.C cut two-dimensional geometric figures apart and identify the new geometric figures formed.
2.8.A The student is expected to use whole numbers to locate and name points on a number line.
2.9.A identify concrete models that approximate standard units of length and use them to measure length;
2.9.B select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface;
2.9.C select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and

Pages