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Texas Standards

2nd Grade Math TEKS

All 50 Texas math standards for 2nd grade, each explained in plain English. The official wording is one click away under each one.

50 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
2.1(A)
Put math to work on problems from everyday life, society and jobs, like working out how many packs of 10 juice boxes a class needs.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
2.1(B)
Follow a problem-solving process that studies the given facts, picks a strategy, solves and justifies, then reviews the process and the answer.
Official wording
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
2.1(C)
Decide which tools and techniques suit a problem, such as a hundred chart, a calculator, mental math or a reasonable estimate.
Official wording
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
2.1(D)
Communicate math reasoning in different forms, like equations, diagrams, bar graphs and clear explanations.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
2.1(E)
Build and use tools like arrays, tables or number lines to sort out, record and explain math ideas.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
2.1(F)
Analyze how math ideas connect and explain the relationship, like seeing how 7 + 8 = 15 helps solve 70 + 80.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
2.1(G)
Present and justify math reasoning with precise vocabulary, spoken or written, like using terms such as vertex and place value.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

18 standards
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.
2.2(A)
Use objects and drawings to build and break apart numbers up to 1,200 several ways with thousands, hundreds, tens and ones, like 345 as 34 tens and 5 ones.
Official wording
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)
Write numbers up to 1,200 in standard form, in words and in expanded form, like 607, six hundred seven, and 600 + 7.
Official wording
use standard, word, and expanded forms to represent numbers up to 1,200;
2.2(C)
Think of a whole number that is greater or less than a given number up to 1,200, like 950 or 912 for 948.
Official wording
generate a number that is greater than or less than a given whole number up to 1,200;
2.2(D)
Use hundreds, tens and ones to compare and put in order numbers up to 1,200, with words and the symbols >, < and =, like 708 < 780.
Official wording
use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
2.2(E)
Find where a given whole number belongs on an open number line, like placing 450 between 400 and 500.
Official wording
locate the position of a given whole number on an open number line; and
2.2(F)
Read a marked point on a number line and tell which whole number it stands for, like 35 on a line marked in fives.
Official wording
name the whole number that corresponds to a specific point on a number line.
The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole.
2.3(A)
Cut shapes or objects into equal parts and name the parts in words, such as halves, fourths or eighths of a sandwich.
Official wording
partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
2.3(B)
Explain that cutting a whole into more equal parts makes each part smaller and fewer parts makes each bigger, like an eighth versus a fourth.
Official wording
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(C)
Use models to count fractional parts past one whole, like five fourths, and tell how many parts make one whole.
Official wording
use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
2.3(D)
Sort pictures into ones that show true halves, fourths or eighths and ones that do not, like a bar split into 8 unequal pieces.
Official wording
identify examples and non-examples of halves, fourths, and eighths.
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.
2.4(A)
Know addition and subtraction facts within 20 quickly from memory, like 8 + 7 = 15.
Official wording
recall basic facts to add and subtract within 20 with automaticity;
2.4(B)
Find sums of as many as four 2-digit numbers and differences of 2-digit numbers, mentally or on paper, using place value and number properties.
Official wording
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 word problems within 1,000 that take one step or several steps of adding and subtracting, using place-value strategies such as algorithms.
Official wording
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; and
2.4(D)
Create and solve a real-life problem that fits an addition or subtraction number sentence within 1,000, like a shopping problem for 325 + 140.
Official wording
generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions.
2.5(A)
Find the total value of a group of coins worth up to one dollar, like 2 quarters, 3 dimes and 4 pennies making 84 cents.
Official wording
determine the value of a collection of coins up to one dollar; and
2.5(B)
Write the value of a set of coins with the cent sign, or with a dollar sign and decimal point, like 75¢ or $0.75.
Official wording
use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
2.6(A)
Act out, make up and describe real-life stories where equal groups of objects are put together, like 4 bags of 3 apples, as multiplication.
Official wording
model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and
2.6(B)
Use objects to model, invent and describe real-life sharing stories that split a set into equal groups, like 12 crayons shared among 3 kids, as division.
Official wording
model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

Algebraic reasoning

3 standards
The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
2.7(A)
Pair up objects to tell whether an amount up to 40 is even or odd, checking if one is left without a partner.
Official wording
determine whether a number up to 40 is even or odd using pairings of objects to represent the number;
2.7(B)
Use place value to find the numbers 10 or 100 greater or smaller than a number up to 1,200, like 452 and 342 for 352.
Official wording
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; and
2.7(C)
Model and solve word problems that add or subtract, with the unknown in any spot, like 45 + ? = 80 or ? - 18 = 27.
Official wording
represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

Geometry and measurement

12 standards
The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
2.8(A)
Draw or build flat shapes that fit given features, like a shape with 5 sides and 5 vertices.
Official wording
create two-dimensional shapes based on given attributes, including number of sides and vertices;
2.8(B)
Classify and sort spheres, cones, cylinders, triangular prisms and rectangular prisms, including cubes, by features like faces and edges, using formal terms.
Official wording
classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
2.8(C)
Classify polygons with up to 12 sides by their features, counting the sides and vertices of each, like grouping all six-sided shapes as hexagons.
Official wording
classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;
2.8(D)
Combine flat shapes or solids to make a new figure with given properties, like joining cubes into a larger rectangular prism.
Official wording
compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
2.8(E)
Take apart flat shapes, like cutting a square from a rectangle or splitting a rectangle into matching triangles, and identify the new shapes formed.
Official wording
decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
The student applies mathematical process standards to select and use units to describe length, area, and time.
2.9(A)
Measure the length of objects with models of standard units, like inch tiles or centimeter cubes.
Official wording
find the length of objects using concrete models for standard units of length;
2.9(B)
Describe how a bigger unit means fewer units are needed to measure the same length, like fewer feet than inches across a desk.
Official wording
describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;
2.9(C)
Treat whole numbers as lengths on a number line measured from any starting point, like 7 as the jump from 3 to 10.
Official wording
represent whole numbers as distances from any given location on a number line;
2.9(D)
Use a ruler, yardstick, meter stick or measuring tape to find how long something is, to the closest marked unit.
Official wording
determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
2.9(E)
Solve problems about length, including estimating how long things are, like guessing a hallway is about 20 meters.
Official wording
determine a solution to a problem involving length, including estimating lengths;
2.9(F)
Cover a rectangle with square tiles, leaving no gaps or overlaps, then count them to give its area as a number and unit, like 12 square inches.
Official wording
use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and
2.9(G)
Tell and record time to the exact minute on clocks with hands and digital clocks, and know whether a time is a.m. or p.m.
Official wording
read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

Data analysis

4 standards
The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.
2.10(A)
Explain that how long a bar is, or how many pictures appear in a pictograph, shows the number of data points in that category.
Official wording
explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
2.10(B)
Sort data into as many as four categories and display it in pictographs and bar graphs whose scales count by 1, 2, 5 or more.
Official wording
organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
2.10(C)
Create and solve one-step adding or subtracting problems from the data in pictographs and bar graphs with a scale of one, like how many more chose soccer.
Official wording
write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
2.10(D)
Use what a graph shows to draw conclusions and predict what comes next, like guessing which lunch will be most popular next week.
Official wording
draw conclusions and make predictions from information in a graph.

Personal financial literacy

6 standards
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
2.11(A)
Calculate how much money builds up by saving over time, like 50 cents a week for 10 weeks making 5 dollars.
Official wording
calculate how money saved can accumulate into a larger amount over time;
2.11(B)
Explain that saving money is a choice instead of spending it, like keeping birthday money for a bigger purchase later.
Official wording
explain that saving is an alternative to spending;
2.11(C)
Tell the difference between a deposit, putting money into a bank account, and a withdrawal, taking money out.
Official wording
distinguish between a deposit and a withdrawal;
2.11(D)
Identify real examples of borrowing and judge which are responsible, like paying a loan back on time, and which are not.
Official wording
identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
2.11(E)
Spot examples of lending and weigh benefits against costs to judge a lending choice, like whether to lend a classmate a favorite book.
Official wording
identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
2.11(F)
Tell producers from consumers and find the cost of making a simple item, like adding up the supplies for a bookmark.
Official wording
differentiate between producers and consumers and calculate the cost to produce a simple item.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.