Note: Weblinks appear only once although they may address more than one benchmark.
2nd Grade Math Benchmark Targets by Strand
By year's end, all students will:
| Strand | # | Benchmark Target |
Link to TEKS | Curriculum Connection |
| Numbers, Operations, and Quantitative Reasoning | 1.* | Compare and order whole numbers using place value and find number patterns through 999, using concrete models, charts, and symbols greater than >, less than <, and equal =. | 2.1 2.5 A, B |
Numbers, Operations, and Quantitative Reasoning and Patterns |
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Magic Lamp game Toon University demo with 3 levels of play |
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| 2. | Name fractional parts (up to twelfths) of a whole set of objects | 2.2 A,B | Numbers, Operations, and Quantitative Reasoning | |
| Pizza Party | ||||
| 3. | Recall and apply basic addition and subtraction facts (to 18). | 2.3 A, B | Numbers, Operations, and Quantitative Reasoning | |
Dominoes Lesson Plan Arithmattack How many problems can you solve in 60 seconds? |
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| 4. | Solve two-digit addition and subtraction problems with and without regrouping | 2.3 B | Numbers, Operations, and Quantitative Reasoning | |
Story problems written by kids! great resource Coin values game Great game! |
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| 5. | Count mixed coins up to one dollar. | 2.3 C | Numbers, Operations, and Quantitative Reasoning | |
Math Keys Whole Numbers Volume 1 |
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| 6. | Describe multiplication and division concepts using concrete models. | 2.4 A, B | Numbers, Operations, and Quantitative Reasoning | |
| Patterns, Relationships, and Algebraic Thinking |
7.* | Compare and order whole numbers using place value and find number patterns through 999, using concrete models, charts, and symbols greater than >, less than <, and equal =. | 2.1 2.5 A, B |
Numbers, Operations, and Quantitative Reasoning and Patterns, Relationships, Algebraic Thinking |
| 8. | Use number patterns to develop strategies to remember basic addition and subtraction facts including fact families. | 2.5 C, D | Patterns, Relationships, Algebraic Thinking | |
Creating Patterns good for checking understanding (interactive test) |
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| 9. | Generate a list of paired numbers based on real life situations such as a number of tricycles related to a number of wheels using a table. | 2.6 A | Patterns, Relationships, Algebraic Thinking | |
| Constant of Count | ||||
| 10. | Identify patterns in a list of related number pairs based on a real life situation and extend the list using tables and charts. (algebraic thinking) | 2.6 B | Patterns, Relationships, Algebraic Thinking | |
| 11. | Identify, describe, and extend patterns to make predictions and solve problems. | 2.6 C | Patterns, Relationships, Algebraic Thinking | |
| Make Patterns and Predictions | ||||
| Geometry and Spacial Reasoning |
12. | Identify, compare, and contrast attributes of shapes and solids and cut geometric shapes apart to identify the new shapes made. | 2.7 A,B,C | Geometry and Spatial Reasoning |
Bubble Troubles similar to Tetris |
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| 13. | Locate and name points representing whole numbers on a line. | Geometry and Spatial Reasoning | ||
| Measurement | 14. | Identify models that approximate standard units (metric and customary) and use to measure length, capacity, weight, and temperature. | 2.9 A, B 2.10 A |
Measurement |
Developing the concept of an inch Inch Square Observations A 1 inch window helps us focus on a small area |
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| 15. | Tell time on a clock using hours and minutes and describe activities that take approximately one second, one minute, and one hour (introduce elapsed time). | 2.9 C 2.10 B |
Measurement | |
| Probability and Statistics |
16. | Construct picture graphs and bar-type graphs to answer questions and draw conclusions. | 2.11 A,B | Probability and Statistics |
17. |
Use data to explain why an event is more likely or less likely to happen (probable outcomes). | 2.11 C | Probability and Statistics | |
| Underlying Processes and Mathematical Tools | 18. | Apply a problem-solving model to solve mathematics in everyday situations that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | 2.12 A,B | Underlying Processes and Mathematical Tools |
| 19. | Select an appropriate tool (real objects, manipulatives, and technology) or problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out. | 2.12 C, D | Underlying Processes and Mathematical Tools | |
| Turtle Game scroll down the page for game | ||||
| 20. | Explain (verbally) and record (written) observations using objects, words, pictures, numbers and technology. | 2.13 A | Underlying Processes and Mathematical Tools | |
| 21. | Relate informal (everyday) language to mathematical language and symbols. | 2.13 B | Underlying Processes and Mathematical Tools | |
| 22. | Reason and support his or her thinking (process) using objects, words, pictures, numbers, and technology. | 2.14 | Underlying Processes and Mathematical Tools | |
| Visual Glossary | ||||
| TEKS SEARCH | Marco Polo Search by TEXAS TEKS Alignment | |||
| Teks Toolkit and Clarifying Activities for Math | ||||
| Great Math site AAA Math | ||||
* indicates benchmark appears in more than one strand