MATH
1st Nine Weeks
Underlying processes and mathematical tools. 2.12ABCD; 2.13AB; 2.14; PETS
2.10B Read and write times shown on analog and digital clocks using five-minute increments
2.3A Recall and apply basic addition and subtraction facts (to 18)
2.5C Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 8 = 9, and 17 9 = 8)
2.1A Use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways
2.1B - Use place value to read, write, and describe the value of whole numbers to 999
2.8 Use whole numbers to locate and name points on a number line
2.1C Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, >, =)
2.5B Use patterns in place value to compare and order whole numbers through 999
2.3B Model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers
2.3C Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
2.5A Find patterns in numbers such as in a 100s chart
2.10A Read a thermometer to gather data
2.11A Construct picture graphs and bar-type graphs
2.11B Draw conclusions and answer questions based on picture graphs and bar-type graphs
2nd Nine Weeks
Underlying processes and mathematical tools. 2.12ABCD; 2.13AB; 2.14; PETS
2.10B Read and write times shown on analog and digital clocks using five-minute increments
2.10C Describe activities that take approximately one second, one minute, and one hour
2.8** Locate and name points on a number line
2.3B Model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers
2.3C** Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
2.5A** Find patterns in numbers such as in a 100s chart
2.4A Model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined
2.4B Model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets
2.6A Generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels
2.6B Identify patterns in a list of related number pairs based on a real-life situation and extend the list
2.6C Identify, describe, and extend repeating and additive patterns to make predictions and solve problems
2.11A** Construct picture graphs and bar-type graphs
2.11B** Draw conclusions and answer questions based on picture graphs and bar-type graphs
3rd Nine Weeks
Underlying processes and mathematical tools. 2.12ABCD; 2.13AB; 2.14; PETS
2.10B Read and write times shown on analog and digital clocks using five-minute increments
2.9A Identify concrete models that approximate standard units of length and use them to measure length
2.9B Select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface
2.9C Select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container
2.9D Select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object
2.7A Describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc
2.7B Use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different
2.7C Cut two-dimensional geometric figures apart and identify the new geometric figures formed
2.3C*** Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
2.4A** Model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined
2.4B** Model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets
2.6B** Identify patterns in a list of related number pairs based on a real-life situation and extend the list
2.2A Use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less)
2.2B Use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less)
2.2C Use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1
4th Nine Weeks
Underlying processes and mathematical tools. 2.12ABCD; 2.13AB; 2.14; PETS
2.10B Read and write times shown on analog and digital clocks using five-minute increments
2.11C Use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons
2.3D Determine the value of a collection of coins up to one dollar
2.3E Describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins
2.3C**** Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary
2.7A** Describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc
2.7B** Use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different
2.7C** Cut two-dimensional geometric figures apart and identify the new geometric figures formed
2.2A** Use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less)
2.2B** Use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less)
2.2C** Use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1
2.9A** identify concrete models that approximate standard units of length and use them to measure length
Science
2(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to
2.1 (A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately
2.1 (B) describe the importance of safe practices (R)
2(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:
2.2 (A) ask questions about organisms, objects, and events during observations and investigations (R)
2.2 (B) plan and conduct descriptive investigations such as how organisms grow (T)
2.2 (C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools (U)
2.2 (D) record and organize data using pictures, numbers, and words (U)
2.2 (E) communicate observations and justify explanations using student-generated data from simple descriptive investigations (T)
2.2 (F) compare results of investigations with what students and scientists know about the world (U)
2(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
2.3 (B) make predictions based on observable patterns (T)
2.3 (C) identify what a scientist is and explore what different scientist do
2(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
2.8 (D) observe, describe, and record patterns of objects in the sky, including the appearance of the moon. (U)
2(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
2.8 (A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud
coverage, in order to identify patterns in the data
2.8 (B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation (R)
2nd 9 Weeks
2(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
2.8 (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions
3rd 9 Weeks
2(5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is
expected to:
2.5 (A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and
whether material is a solid or liquid (U)
2.5 (B) compare changes in materials caused by heating and cooling (U)
2.5 (C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting
2.5 (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties
2(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:
2.6 (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter (U)
2(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:
2.6 (B) observe and identify how magnets are used in everyday life (U)
2.6 (C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp(R/U
2.6 (D) compare patterns of movement of objects such as sliding, rolling, and spinning
4th 9 Weeks
2(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
2.9 (A) identify the basic needs of plants
2.9 (B) identify factors in the environment, including temperature and precipitation, that affect growth
2(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
2.10 (B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs
such as stems carry water throughout the plant (U)
2(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:
2.2 (B) plan and conduct descriptive investigations such as how organisms grow
2(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
2.9 (A) identify the basic needs of plants and animals
2(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
2.10 (C) investigate and record some of the unique stages that insects undergo during their life cycle
2.10 (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs
such as fins help fish move and balance in the water
2(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
2.9 (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as
migration, hibernation, and dormancy of living things
2(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
2.9 (C) compare and give examples of the ways living organisms depend on each other and on their environments such as food
chains within a garden, park, beach, lake, and wooded area
2(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
2.10 (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water
Social Studies
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(2.5) Geography. The student uses simple geographic tools such as maps, and globes. (U) |
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(A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west) and legend/map keys |
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(B) create maps to show places and routes within the home, school, and community
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(2.6) Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. (U) |
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(B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities, the coast of Texas, Canada, Mexico and the United States, on maps and globes |
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(2.1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. (U) |
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(B) identify and explain the significance of various community, state and national landmarks such as monuments and government buildings |
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(2.14) Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. (U) |
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(A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag |
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(B) identify selected patriotic songs including The Star-Spangled Banner and America, the Beautiful |
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(C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam |
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(D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom |
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(2.15) Culture. The student understands the significance of works of art in the local community. (U) |
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(A) identify selected stories, poems, statues, paintings and other examples of local cultural heritage |
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(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage |
2nd 9 Weeks
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(2.1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. (U) |
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(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving
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(2.5) Geography. The student uses simple geographic tools such as maps and globes (U) |
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(A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys |
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(B) create maps to show places and routes within the home, school, and community |
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(2.6) Geography. The student understands locations and characteristics of places and regions in the community, state, and nation. (U) |
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(A) identify major landforms and bodies of water, including each of the continents and each of the oceans on maps and globes |
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(C) examine information from various sources about places and region |
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(2.8) Geography. The student understands how humans use and modify the physical environment. (U) |
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(A) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, drilling for oil |
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(B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields (U |
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(C) identify ways people can conserve and replenish resources |
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(2.12) Government. The student understands the role of public officials. (U) |
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(A) name current public officials, including mayor, governor, and president |
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(B) compare the roles of public officials, including mayor, governor, and president |
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(C) identify ways that public officials are selected, including election and appointment to office |
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(D) identify how citizens participate in their own governance through staying informed of what publicofficials are doing, providing input to them, and volunteering to participate in government functions |
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(2.13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. (U) |
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(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word and voting |
3rd 9 Weeks
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(2.1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. |
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(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving |
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(2.2) History. The student understands the concepts of time and chronology. (U) |
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(A) describe the order of events by using designations of time periods such as historical and present times ( |
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(B) apply vocabulary related to chronology, including past, present and future |
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(C) create and interpret timelines for events in the past and present |
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(2.4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. (U) |
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(A) identify contributions of historical figures including Thurgood Marshall , Irma Rangel, John Hancock, and Theodore Roosevelt who have influenced the community, state, and nation |
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(B) identify historic figures such as Amelia Earhart, W. E. B DuBois, Robert Fulton, and George Washington Carver who have exhibited a love of individualism and inventiveness |
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(C) explain how people and events have influenced local community history ( |
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(2.13) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and other individuals. (U) |
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(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word and voting ( |
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(B) identify historic figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPS), Navajo Code Talkers and Sojourner Truth , who have exemplified good citizenship |
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(C) identify other individuals who exemplify good citizenship |
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(D) identify ways to actively practice good citizenship, including involvement in community service |
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(2.5) Geography. The student uses simple geographic tools such as maps, and globes, (U) |
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(A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys |
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(2.16) Culture. The student understands ethnic and/or cultural celebrations. (U) |
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(A) identify the significance of various ethnic and/or cultural celebrations |
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(B) compare ethnic and/or cultural celebrations |
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(2.17) Science, technology, and society. The student understands how science and technology have affected life, past and present. (U) |
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(A) describe how science and technology have changed communication, transportation, and recreation |
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(B) explain how science and technology have changed the ways in which people meet basic needs |
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(2.18) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including
Electronic technology. (T) |
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(A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music
(B) obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts (T)
(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches, to locate information (T)
(D) sequence and categorize information (T)
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting |
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(2.19) Social studies skills. The student communicates in written, oral, and visual forms. (T) |
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(A) express ideas orally based on knowledge and experiences (T)
(B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas (T) |
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(2.20) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. |
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(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution (T)
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision |
4th 9 Weeks
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(2.1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. (U) |
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(A) explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving |
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(2.2) History. The student understands the concepts of time and chronology. (U) |
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(C) create and interpret timelines |
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(2.3) History. The student understands how various sources provide information about the past. (U) |
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(A) name several sources of information about a given period or event |
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(B) compare various interpretations of the same time period using evidence such as photographs and interviews |
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(2.15) Culture. The student understands the significance of works of art in the local community. (U) |
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(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage |
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(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage |
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(2.4) History. The student understands how historical figures and ordinary people helped to shape our community, state, and nation. (U) |
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(C) explain how local people and events have influenced local community history |
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(2.9) Economics. The student understands the importance of work. (U) |
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(A) explain how work provides income to purchase goods and services |
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(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work |
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(A) describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns |
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(B) describe how natural resources and natural hazards affect activities and settlement patterns |
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(C) explain how people depend on the physical environment and its natural resources to satisfy their basic needs |
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(D) identify characteristics of different communities, including urban, suburban, and rural, and how they affect activities and social patterns |
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(2.10) Economics. The student understands the roles of producers and consumers in the production of goods and services. (U) |
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(A) distinguish between producing and consuming |
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(B) identify ways in which people are both producers and consumers |
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(C) examine the development of a product from a natural resource to a finished product ( |
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(2.11) Government. The student understands the purpose of governments (U) |
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(A) identify functions of governments |
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(B) identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community |
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(C) describe how governments establish order, provide security, and manage conflict |
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2.16) Culture. The student understands ethnic and/or cultural celebrations. (U) |
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(A) identify the significance of various ethnic and/or cultural celebrations |
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(B) compare ethnic and/or cultural celebration |
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(2.17) Science, technology, and society. The student understands how science and technology have affected life, past and present. (U) |
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(A) describe how science and technology changed communication, transportation, and recreation |
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(B) explain how science and technology changed the ways in which people meet basic needs |
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(2.18) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including
electronic technology. (T) |
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(A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music (T)
(B) obtain information about a topic using a variety of visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts (T)
(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches, to locate information (U)
(D) sequence and categorize information (T) |
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(2.19) Social studies skills. The student communicates in written, oral, and visual forms. (T) |
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(A) express ideas orally based on knowledge and experiences (T)
(B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas (T) |
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(2.20) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (T) |
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(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision |
