K.1/1.1/2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 1.12A/2.13A explain and record objects, manipulatives, and technology to solve problems K.1D/1.1D/2.1D communicate mathematical ideas, reasoning, and their implications using multiple representation, including symbols, diagrams, graphs, and language K.14B/1.12B/2.13B relate informal (every day) language to mathematical language and symbols K.1E/1.1E/2.1E create and use representations to organize, record and communicate mathematical ideas K.15/1.13/2.14 justify his or her thinking using objects, words, pictures, numbers, and technology K.1F/1.1F/2.1F analyze mathematical relationships to connect and communicate mathematical ideas K.15/1.13/2.14 justify his or her thinking using objects, words, pictures, numbers, and technology K.1G/1.1G/2.1G display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications
2.8 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: Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices 3.8 identify, classify, and describe two- and geometric figures by their attributes; compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 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 2.7B use attributes to describe how 2 two-dimensional figures and 2 three-dimensional geometric figures are alike or different 2.8C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices 3.8 identify, classify, and describe two- and geometric figures by their attributes; compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 3.6A classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
2.8 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 Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.8B classify and sort solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language 3.8 identify, classify, and describe two- and geometric figures by their attributes; compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 3.6A classify and sort and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language 2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes NONE 2.7C cut two-dimensional geometric figures apart and identify the new geometric figures formed 2.8E decompose 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 NONE
2.9 The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9A find the length of objects using concrete models for standard units of length NONE 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object NONE 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9C represent whole numbers as distances from any given location on a number line 3.10 locate and name points on a number line using whole numbers and fractions, including halves and fourths 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes NONE
2.9 The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9E determine a solution to a problem involving length, including estimating lengths 3.11B use standard units to find the perimeter of a shape 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems 2.9B select a non-standard unit of measure such as square tiles to determine the area of a surface 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 NONE 2.10B read and write times shown on analog and digital clocks using five-minute increments 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.. 3.12B tell and write time shown on analog and digital clocks 3.7C determine the solutions to problems involving addition and subtraction of time intervals in minutes, using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes