Math: Extending Understanding of Place Value

Suggested Time Frame: 25 Instructional Days


Focus TEKS

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
Numeracy TEKS

Counting Patterns (Suggested: 4 days)

  • 2.5A determine the value of a collection of coins up to one dollar [pennies, nickels, dimes, and quarters]
    • 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins
  • RRISD 2.7B Skip count forward and backward by ten and one hundred from any given number up to 1,000

Building Fluency with Addition and Subtraction within 20 (Suggested: 5 days)

  • 2.4A recall basic facts to add and subtract within 20 with automaticity

Developing Strategies for Adding and Subtracting 2-Digit Numbers (Suggested: 13 days)

  • 2.4B 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
Spiral Review TEKS

Revisiting Shapes and Area (Suggested: 12 days)

  • 2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices
  • 2.8B 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
  • 2.8C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
  • 2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes
  • 2.8E 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
  • 2.9F 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

Revisiting Fraction Concepts (Suggested: 10 days)

  • 2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
  • 2.3B 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
  • 2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
  • 2.3D identify examples and non-examples of halves, fourths, and eighths

Counting Quantities (Suggested: 3 days, using both numeracy and spiral review time)

  • RRISD 2.1 organize and count a collection of objects and create a recording of how the objects were counted
    • 2.1C  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;
    • 2.1E  create and use representations to organize, record, and communicate mathematical ideas;
  • Counting Coins (Make this the focus on 1 day of Counting Collections)

    • 2.5A determine the value of a collection of coins up to one dollar
      • 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Telling Time (Ongoing)

  • 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.