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  • Math (TAG): Geometry, Area, and Perimeter

Math (TAG): Geometry, Area, and Perimeter

Suggested Time Frame: 15 Instructional Days

        

Focus TEKS

Geometry

  • 3.6A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language; – R RC3
    • 3.6B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; – S RC3

Measure Area

  • 3.6C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; – R RC3
    • 3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and – S RC3

Measure Perimeter

  • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
    • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
Numeracy TEKS

Building Fluency with Addition and Subtraction of 2-Digit Numbers (Suggested: 10 days)

  • 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
    • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2

Counting Patterns (Suggested: 5 days)

  • RRISD 3.3 skip count by fractions starting at 0 and describe patterns observed while counting [Skip count by halves, thirds, fourths, sixths, and eighths in this unit.]
Spiral Review TEKS

Grade 2 Place Value Concepts (Suggested: 8 days)

  • Representing Numbers up to 1,200
    • 2.2B use standard, word, and expanded forms to represent numbers up to 1,200
      • 2.2A 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
      • 2.2E locate the position of a given whole number on an open number line
      • 2.2F name the whole number that corresponds to a specific point on a number line
      • 2.7B 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
  • Comparing Numbers up to 1,200
    • 2.2D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
      • 2.2C generate a number that is greater than or less than a given whole number up to 1,200

Representing and Solving Story Problems (Suggested: 7 days)

  • Computation and Problem Solving
    • 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
      • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2
    • 3.4K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2
  • Representing
    • 3.5A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; – R RC2
    • 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – R RC2
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2