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As districts build their mathematics curriculum for 2013-14, it is important to remember the implementation schedule for new mathematics TEKS. In 2012, the Texas State Board of Education (SBOE) adopted and approved new mathematics standards for Kindergarten through High School. Implementation dates for Kindergarten through Grade 8 will begin in 2014-15, and implementation for High School will begin in 2015-16. Both implementation dates are contingent upon SBOE approval of instructional materials. For the purpose of this document, standards are referred to in the following manner: new standards = newly adopted 2012 mathematics standards that will be implemented in K 8 (2014-15) and high school (2015-16) current standards = mathematics standards that are currently required by law in the classroom With new mathematics standards on the horizon, teachers will begin to study the new standards and consider how the changes impact their current mathematics curriculum and instruction. To prepare for new standard implementation, TCMPC suggests the following:
Step 1: Teachers examine the new standards in relation to the current standards. Contact your local Education Service Center for facilitating this Side-by-Side standard study. The state's Sideby-Side resource may be found at the following URL:
http://projectsharetexas.org/resource/revisedmathematics-teks-side-side-tekscomparison?field_resource_keywords_tid=side%20by% 20side&sort_by=title&sort_order=DESC&items_per_pag e=50
Step 2: After teachers have studied the standards through the Side-bySide, they determine if the changes between new standards and current standards produce potential gaps that affect current mathematics curriculum and instruction.
Step 3: The TCMPCs newly developed Transition Alignment Guide (TAG) Tools will guide teachers through a process of determining the most significant potential curriculum gaps and how those gaps might be addressed in current TEKS Resource System curriculum documents.
The TCMPC TAG Tools are designed for K-12 Mathematics and outline the following: 1.) the grade level and school year affected by the gap, 2.) the actual curricular gaps that exist between current and new standards, and 3.) the locations within the current TEKS Resource System Unit IFDs where each potential gap could be addressed. The development of the TAG Tools focused on students moving from one grade level to the next during the transition years (2013-14 for K 8, and 2013-14 and 2014-15 for high school). The two gap considerations addressed in these tools include: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these possible situations by identifying new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity for all grade levels.
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Component #1: How do I read the YAG Pacing Considerations? Current TEKS Resource System Unit IFD lists the Unit IFD in which new mathematics standards may be infused. Suggestions for Addressing New Mathematics Standards and Additional Time identifies the new mathematics standards that may be infused in the Unit IFD, along with the possible number of days that may be needed to address these new standards. NOTE: When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.
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Component #3: How do I read the TAG Tool: Gap Identification At-a-Glance? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps (Student Expectation number only). Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.
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Suggestions for Addressing New Mathematics Standards and Additional Time No suggested changes 2.4A (no additional days may be needed) 2.2A, 2.2B, 2.2C, 2.2D (1 additional day may be needed); 2.7B (no additional days may be needed) 2.2E (1 additional day may be needed); 2.9G (1 additional day may be needed) 2.10A, 2.10B, 2.10D (no additional days may be needed) No suggested changes No suggested changes 2.4B (1 additional day may be needed) 2.8A, 2.8B, 2.8C, 2.8D (no additional days may be needed) 2.4B (1 additional day may be needed) No suggested changes No suggested changes 2.3A, 2.3B, 2.3C, 2.3D (no additional days may be needed) 2.9C, 2.9D (1 additional day may be needed) 2.4C, 2.4D (1 additional day may be needed); 2.10C, 2.10D (no additional days may be needed) 2.9G (1 additional day may be needed) No suggested changes
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Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.2 Number and operations. 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. The student is expected to: 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. 2.2 Number and operations. 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. The student is expected to: 2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. 2.2 Number and operations. 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. The student is expected to: 2.2C Generate a number that is greater than or less than a given whole number up to 1,200. 2.2 Number and operations. 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. The student is expected to: 2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). 2.2 Number and operations. The student applies mathematical process standards to 2013, TCMPC 07/08/13 page 6 of 29 1 Six Weeks
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Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
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6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
Grade 2
2014-15 TEKS (Adopted Standards 2012)
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. The student is expected to: 2.2E Locate the position of a given whole number on an open number line. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3A Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 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. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 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. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3D Identify examples and non-examples of halves, fourths, and eighths. 2.4 Number and operations. 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 2013, TCMPC 07/08/13 page 7 of 29 1 Six Weeks
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Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
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6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
Grade 2
2014-15 TEKS (Adopted Standards 2012)
efficiency and accuracy. The student is expected to: 2.4A Recall basic facts to add and subtract within 20 with automaticity. 2.4 Number and operations. 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. The student is expected to: 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. 2.4 Number and operations. 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. The student is expected to: 2.4C 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. 2.4 Number and operations. 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. The student is expected to: 2.4D Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. 2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 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. 2013, TCMPC 1 Six Weeks
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Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
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6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
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Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8A Create two-dimensional shapes based on given attributes, including number of sides and vertices. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 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. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8C Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8D Compose two-dimensional shapes and threedimensional solids with given properties or attributes. 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9C Represent whole numbers as distances from any given location on a number line. 2013, TCMPC 07/08/13 1 Six Weeks
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Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
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6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
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Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9D Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9G Read and write time to the nearest oneminute increment using analog and digital clocks and distinguish between a.m. and p.m. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10A 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 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10B Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10C Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student 2013, TCMPC 07/08/13 page 10 of 29 1 Six Weeks
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nd
Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
th
6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
Grade 2
2014-15 TEKS (Adopted Standards 2012)
is expected to: 2.10D Draw conclusions and make predictions from information in a graph. 1 Six Weeks
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Six Weeks
3 Six Weeks
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4 Six Weeks
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5 Six Weeks
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6 Six Weeks
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U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
U11 IFD
U12 IFD
U13 IFD
U14 IFD
U15 IFD
U16 IFD
U17 IFD
NOTE: New standards listed reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate.
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Grade 2
2014-15 TEKs (Adopted Standards 2012) 1st 6 Weeks U01 IFD
2.2A 2.2B 2.2C 2.2D 2.2E 2.3A 2.3B 2.3C 2.3D 2.4A 2.4B 2.4C 2.4D 2.7B 2.8A 2.8B 2.8C 2.8D 2.9C 2.9D 2.9G 2.10A 2.10B 2.10C 2.10D
U02 IFD
U03 IFD
x x x x x x x x x x x x x x x x x x x x x x x x x x x x
NOTE: New standards listed reflect two gap considerations: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these situations by identifying new standards that reflect potential gaps in comparison to current standards and in comparison to current TEKS Resource System VAD specificity for all grade levels. Districts are encouraged to examine their implemented curriculum and their prior implementation of all VAD specificity to determine additional potential gaps.
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Locate the position of a given whole number on the open number line. Ex: Locate the position of the numbers 30, 50, and 80 on the number line below.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Compensation: Sum of the ones equals 9 which is only 1 away from 10. So, 10 + 20 + 40 + 10 + 30 = 110 and 110 1 = 109. Compatible numbers: 20 + 30 = 50, 40 + 10 = 50, so 50 + 50 = 100. 2 + 1 is 3, so 3 + 3 + 3 = 9. Therefore, 100 + 9 = 109. Varied solution strategies based on place value may include an open number line solution strategy, expanded notation addition and subtraction, composition and decomposition of numbers, etc.
NOTE: The U.S. traditional algorithm is included in Grade 2 Unit 10 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Grade 2 Teacher
Create two-dimensional shapes based on given attributes, including number of sides and vertices. The given attributes determine the shape. Ex: Create a two-dimensional shape with three sides and three vertices. Compose two-dimensional shapes with given properties or attributes. Ex: Compose a two-dimensional shape with square corners when given unit squares.
Ex: Compose a two-dimensional shape with square corners when given two triangles.
Ex: Compose a two-dimensional shape with all sides equal in length when given two triangles.
Ex: Compose two-dimensional shape with four vertices and opposite sides equal in length when given four triangles.
Larger two-dimensional shapes can be composed from smaller two-dimensional shapes and vice versa.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Explain that the more fractional parts used to make a whole, the smaller the part. Explain that the fewer the fractional parts, the larger the part. Count fractional parts beyond one whole. Halves, fourths, and eighths Ex:
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Generate problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 2 2014-15 Standard(s) 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10C Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 2.10D Draw conclusions and make predictions from information in a graph.
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Possible created problem: How many more people like to picnic at the beach than at the zoo? Solution: 7 3 = 4; 4 people prefer to picnic at the beach than the zoo. Make predictions from information in a graph. Pictographs and bar graphs with intervals of one or more
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Grade 2 Unit 16 IFD Applying Fractions, Coins, Time, and Temperature to Real-Life Situations
(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 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. 201314 School Year Grade 2 Teacher Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. A day is divided into two halves or periods. From midnight until noon is called a.m. From noon until midnight is called p.m. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented
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