of Saxon Math 2 to Texas Essential Knowledge and Skills for Mathematics€¦ · · 2013-02-15Correlated To Texas Essential Knowledge and Skills for Mathematics, Grade 2 ... HW 14B,

Correlationof Saxon Math 2 to

Texas Essential Knowledge and Skills for Mathematics

SXMTX15_G2_Corr.indd 1 2/12/13 1:52:18 PM

Houghton Mifflin Harcourt Specialized Curriculum Saxon Math 2 © 2015 Correlated To Texas Essential Knowledge and Skills for Mathematics, Grade 2

TEKS DescriptorTeacher’s ManualVolumes 1 and 2

Monitoring Student Progress Binder

Student Workbook

§111.3. Grade 2, Beginning with School Year 2013-2014.

(b) Knowledge and skills.

(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

Teacher’s Manual, Vol 1:Lesson 8, New Concept Lesson 9, The Meeting

(Problem of the Day)Lesson 10-1, Problem-Solving

StrategiesLesson 11, New ConceptLesson 14, New ConceptLesson 22, New Concept Lesson 35-1, The MeetingLesson 36, The MeetingLesson 40-1, Problem-Solving

StrategiesTeacher’s Manual, Vol 2:Lesson 70-1, Problem-Solving

StrategiesLesson 90-1, Problem-Solving

StrategiesLesson 99, The Meeting


StrategiesLesson 110-2, The Meeting

(Problem of the Day)Lesson 127, New ConceptLesson 133, The Meeting (Problem of the Day)

Math Center Activities:MCA 5, MCA 9, MCA 19, MCA 33,

MCA 38, MCA 57, MCA 109

Test-Taking Strategies Practice:TTSP Master 3B, TTSP Master 6B,

TTSP Master 19B

Lesson Worksheet:LW 127

Guided Class Practice:GCP 14A, GCP 24A, GCP 34A,

GCP 36A, GCP 85A, GCP 107A, GCP 121A, GCP 127A

Homework:HW 14B, HW 24B, HW 34B,

HW 36B, HW 85B, HW 107B, HW 111B, HW 121B, HW 127B

Problem-Solving Worksheet/ Performance Task Worksheet:

PSW 10APSW 40A, PTW 40BPSW 70A, PTW 70BPSW 90A, PTW 90BPSW 110A, PTW 110B




Student Workbook

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Teacher’s Manual, Vol 1:Lesson 10-1, Problem-Solving




(Problem of the Day)Lesson 35-1, The Meeting


StrategiesTeacher’s Manual, Vol 2:Lesson 70-1, Problem-Solving


StrategiesLesson 98, New ConceptLesson 109, New ConceptLesson 119, New ConceptLesson 120-1, Problem-Solving

Strategies

Math Center Activities:MCA 15


TTSP Master 6B, TTSP Master 12B, TTSP Master 13B, TTSP Master 18B

Guided Class Practice:GCP 98A, GCP 109A

Homework:HW 98B, HW 109B


PSW 10A, PTW 10BPSW 20A, PTW 20BPSW 30A, PTW 30BPSW 60A, PTW 60BPSW 70A, PTW 70BPSW 90A, PTW 90BPSW 120A, PTW 120BPSW 100A, PTW 100A

(C) 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;

Teacher’s Manual, Vol 1:Lesson 6, Fact PracticeLesson 7, Fact PracticeLesson 10-1, Problem-Solving



StrategiesLesson 35-2, New ConceptLesson 44, New ConceptLesson 50-1, Problem-Solving

StrategiesLesson 50-2, New ConceptLesson 50-2, Teacher MasterLesson 57, New ConceptLesson 60-1, Problem-Solving

Strategies

Math Center Activities:MCA 4, MCA 5, MCA 14, MCA 24,

MCA Center Master 29, MCA 34, MCA 36, MCA 41, MCA 50, MCA 55, MCA 58, MCA 62, MCA 82, MCA 85, MCA Center Master 94


TTSP Master 4B, TTSP Master 5B, TTSP Master 6B, TTSP Master 12B

Extend and Challenge Activity, Activity Recording Form:

EC 1, EC 2, EC 3, EC 4

Class Fact Practice:CFP 6A, CFP 7A

Fact Homework:FH 6B, FH 7B

Lesson Worksheet:LW 35-2, LW 60-2, LW 95-2,

LW 115-2


GCP 88A, GCP 98A, GCP 109A, GCP 128A


HW 83B, HW 88B, HW 98B, HW 109B, HW 128B

© Houghton Mifflin Harcourt Publishing Company and Nancy Larson




Student Workbook


StrategiesLesson 71, New ConceptLesson 83, New ConceptLesson 88, New ConceptLesson 90-1, Problem-Solving

StrategiesLesson 95-2, New ConceptLesson 98, New ConceptLesson 109, New ConceptLesson 110-2, New ConceptLesson 115-2, New ConceptLesson 118, New ConceptLesson 128, New ConceptLesson 130-1, Problem-Solving

StrategiesLesson 131, New ConceptSection Overview 14, Formative

AssessmentLesson A, New ConceptLesson B, New Concept


PSW 10A, PTW 10BPSW 20A, PTW 20BPSW 30A, PTW 30BPSW 50A, PTW 50BPSW 60A, PTW 60BPSW 70A, PTW 70BPSW 90A, PTW 90BPSW 130A, PTW 130B

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Teacher’s Manual, Vol 1:Lesson 2, New ConceptLesson 17, New ConceptLesson 31, New ConceptLesson 48, New Concept

Teacher’s Manual, Vol 2:Lesson 61, New ConceptLesson 66, New ConceptLesson 81, New ConceptLesson 82, New ConceptLesson 86, New ConceptLesson 92, New ConceptLesson 107, Written PracticeLesson 108, Written PracticeLesson 109, New Concept

Math Center Activities:MCA 68, MCA 99, MCA 112


TTSP Master 5B, TTSP Master 11B, TTSP Master 16B


EC 3, EC 5, EC 6

Lesson Worksheet:LW 82, LW 116A/B


GCP 66A, GCP 81A, GCP 82A, GCP 86A, GCP 89A, GCP 92A, GCP 94A, GCP 99A, GCP 107A, GCP 108A, GCP 109A, GCP 113A, GCP 126A


HW 66B, HW 81B, HW 82B, HW 86B, HW 89B, HW 92B, HW 94B, HW 107B, HW 108B, HW 109B, HW 113B, HW 116B, HW 126B





Student Workbook

Lesson 109, Written PracticeLesson 110-1, New ConceptLesson 110-1, Problem-Solving

StrategiesLesson 113, New ConceptLesson 116, New ConceptLesson 120-1, Problem-Solving

StrategiesLesson 125-2, New Concept


PSW 110A, PTW 110BPSW 120A, PTW 120B

Oral Assessment:OA 8, OA 9, OA 12, OA 13

Written Assessment:WA 18, WA 24

(E) create and use representations to organize, record, and communicate mathematical ideas;

Teacher’s Manual, Vol 1:Lesson 22, New ConceptLesson 23, New ConceptLesson 24, New ConceptLesson 39, New ConceptLesson 56, New Concept

Teacher’s Manual, Vol 2:Lesson 76, New ConceptLesson 95-2, New ConceptLesson 105-2, New ConceptLesson 100-1, Problem-Solving



StrategiesLesson 125-2, New ConceptLesson 126, New Concept


Test-Taking Strategies Practice:TTSP Master 21B


EC 7

Lesson Worksheet:LW 56, LW 95-2, LW 105-2,

LW 125-2B, LW 126


GCP 39A, GCP 56A, GCP 76A, GCP 135A


HW 39B, HW 56B, HW 76B


PSW 100A, PTW 100BPSW 110A, PTW 110BPSW 120A, PTW 120B

Oral Assessment:OA 7, OA 8





Student Workbook

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and


StrategiesLesson 25-1, New ConceptLesson 28, New ConceptLesson 37, New ConceptLesson 42, New Concept

Teacher’s Manual, Vol 2:Lesson 66, New Concept

Math Center Activities:MCA 23, MCA 24, MCA 34,

MCA 39, MCA 48, MCA 64, MCA 75, MCA 99



GCP 52A, GCP 66


HW 52B, HW 62B, W66B


PTW 10B

Written Assessment:WA 1

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.


Teacher’s Manual, Vol 2:Lesson 62, New ConceptLesson 64, New ConceptLesson 70-1, Problem-Solving

StrategiesLesson 76, New ConceptLesson 80-1, Problem-Solving

StrategiesLesson 95-2, New ConceptLesson 98, New ConceptLesson 105-2, New ConceptLesson 110-1, Problem-Solving

StrategiesSection Overview 11, Journal

WritingLesson 113, New ConceptLesson 125-2, New ConceptLesson 126, New Concept

Math Center Activities:MCA Center Master 62, MCA 64,

MCA Center Master 97, MCA 104

Test-Taking Strategies Practice:TTSP Booklet 1, TTSP Booklet 3,

TTSP Booklet 4, TTSP Booklet 5, TTSP Booklet 8, TTSP Booklet 9, TTSP Booklet 12, TTSP Booklet 15, TSSP Booklet 16, TTSP Booklet 17, TTSP Master 21B


EC 1, EC 3

Lesson Worksheet:LW 64, LW 95-2, LW 110A,

LW 125-2A/B, LW 126


GCP 72A, GCP 76A, GCP 126A

Homework:HW 9B, HW 39B, HW 76B


PTW 70B, PTW 80B, PTW 90B, PTW 100B, PTW 110B





Student Workbook

(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:

(A) 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;

Teacher’s Manual, Vol 1:Lesson 28, New ConceptLesson 38, New ConceptLesson 44, New ConceptLesson 53, New ConceptLesson 54 New Concept

Teacher’s Manual, Vol 2:Lesson 74, New ConceptLesson 76, New ConceptLesson 77, The Meeting

(Secret Number) Lesson 78, The Meeting


(Secret Number) Lesson 80-1, The Meeting



(Secret Number) Lesson 95-2, New ConceptSection Overview 10, Formative

Assessment

Math Center Activities:MCA Center Master 19, MCA

Center Master 34, MCA Center Master 38, MCA 82



EC 7

Lesson Worksheet:LW 53, LW 62, LW 95-2


GCP 54A, GCP 76A


HW 54B, HW 76B


(B) use standard, word, and expanded forms to represent numbers up to 1,200;


Teacher’s Manual, Vol 2:Lesson 76, New ConceptLesson 77, New ConceptLesson 77, The Meeting



(Secret Number)



TTSP Master 16B, TTSP Master 17B




Homework:HW 4B, HW 84B, HW 85B, HW 86B,

HW 88B, HW 93B, HW 95B





Student Workbook

Lesson 84, New Concept Lesson 84, Extension ActivityLesson 85-1, The Meeting



(Secret Number) Section Overview 10, Formative

Assessment

Oral Assessment:OA 1


(C) generate a number that is greater than or less than a given whole number up to 1,200;


Teacher’s Manual, Vol 2:Lesson 81, New ConceptLesson 84, Extension ActivitySection Overview 10, Formative

Assessment



GPC 85A, GCP 89A



(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);

Teacher’s Manual, Vol 1:Lesson 8, New ConceptLesson 49, New Concept

Teacher’s Manual, Vol 2:Lesson 77, New ConceptLesson 81, New ConceptLesson 84, Extension ActivitySection Overview 11, Formative

Assessment

Extension Oral Assessment:EOA B

Math Center Activities:MCA 64, MCA 68


TTSP Master 16B





Written Assessment:WA 16, WA 17, WA 26

(E) locate the position of a given whole number on an open number line; and


Teacher’s Manual, Vol 2:Lesson 71, Extension ActivityLesson 94, New Concept

Test-Taking Strategies Practice:TTSP Master 9B, TTSP Master 12B


Guided Class Practice:GCP 56A, GCP 57A, GCP 62A







Student Workbook

(F) name the whole number that corresponds to a specific point on a number line.


Teacher’s Manual, Vol 2:Lesson 71, Extension ActivityLesson 94, New Concept






(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:

(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;

Teacher’s Manual, Vol 1:Lesson 19, New ConceptLesson 23, New ConceptLesson 24, New ConceptLesson 29, New ConceptLesson 34, New ConceptLesson 39, New ConceptLesson 41, New Concept

Test-Taking Strategies Practice:TTSP Master 6A, TTSP Master 10A,

TTSP Masters 11A/11B

Lesson Worksheet:LW 23, LW 34, LW 41


GCP 25A, GCP 27A, GCP 34A, GCP 37A, GCP 39A, GCP 41A, GCP 44A





(B) 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;

Teacher’s Manual, Vol 1:Lesson 34, New ConceptLesson 34, Extension ActivityLesson 39, New ConceptLesson 41, New Concept


TTSP Master 11B, TTSP Master Cumulative Review B


Homework:HW 34B, HW 41A, HW 42B






Student Workbook

(C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and

Teacher’s Manual, Vol 1:Lesson 34, New ConceptLesson 34, Extension ActivityLesson 39, New ConceptLesson 41, New Concept Lesson 111, New ConceptLesson 112, New Concept

Teacher’s Manual, Vol 2:Section Overview 12, Formative

Assessment


TTSP Master 11B, TTSP Master Cumulative Review B

Lesson Worksheet:LW 111, LW 112


GCP 112A, GCP 117A, GCP 124AHomework:HW 34B, HW 41B, HW 42B,

HW 112B, HW 117B, HW 124BWritten Assessment:WA 8

(D) identify examples and non-examples of halves, fourths, and eighths.

Teacher’s Manual, Vol 1:Lesson 23, New ConceptLesson 24, New ConceptLesson 29, New ConceptLesson 34, New ConceptLesson 34, Extension ActivityLesson 34, Activity MasterLesson 39, New ConceptSection Overview 4, Formative

AssessmentLesson 41, New Concept

Test-Taking Strategies Practice:TTSP Master 6A, TTSP Master 10A,

TTSP Masters 11A/11B





HW 27B, HW 34B, HW 41B, HW 42B, HW 44B







Student Workbook

(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:

(A) recall basic facts to add and subtract within 20 with automaticity;

Teacher’s Manual, Vol 1:Lesson 5, New ConceptLesson 7, Fact PracticeLesson 8, Fact PracticeLesson 10-1, New ConceptLesson 15-1, New ConceptLesson 26, Fact PracticeLesson 29, New ConceptLesson 30-1, Fact PracticeLesson 33, Fact PracticeLesson 38, Fact PracticeLesson 52, Fact Practice

Teacher’s Manual, Vol 2:Lesson 65-1, New ConceptLesson 70-1, New ConceptLesson 75-1, New Concept


MCA 61



EC

Lesson Worksheet:LW 5A/B, LW 10-1A/B, LW 15-1A/B,

LW 70-1A/B, LW 75-1A/B

Class Fact Practice:CFP 7A, CFP 8A

Fact Homework:FH 7B, FH 8B


Homework:HW 5B, HW 29B, HW 31B, HW 36B,

HW 38BFact Assessment:FA 5, FA 6, FA 10, FA 12, FA 17-1, FA 17-2, FA 18-2, FA 19-2, FA 21-2


(B) 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;


Teacher’s Manual, Vol 2:Lesson 63, New ConceptLesson 64, New ConceptLesson 68, New ConceptLesson 71, New ConceptLesson 73, New ConceptLesson 87, New ConceptLesson 88, New ConceptLesson 89, New ConceptLesson 91, New Concept

Math Center Activities:MCA 50, MCA 55, MCA 58, MCA

76, MCA 78




GCP 54A, GCP 63A, GCP 68A, GCP 71A, GCP 85A, GCP 87A, GCP 88A, GCP 89A, GCP 91A, GCP 96A


HW 54B, HW 63B, HW 65B, HW 68B, HW 71B, HW 85B, HW 87B, HW 88B, \HW 89B, HW 91B, HW 99B





Student Workbook

(C) 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; and

Teacher’s Manual, Vol 1:Lesson 8, New ConceptLesson 9, The Meeting

(Problem of the Day)Lesson 22, New ConceptLesson 26, The Meeting

Teacher’s Manual, Vol 2:Lesson 72, The Meeting

(Problem of the Day)Lesson 73, The Meeting



(Problem of the Day)Lesson 85-1, New ConceptLesson 89, New ConceptLesson 91, New ConceptLesson 110-1, Problem-Solving



(Problem of the Day)



TTSP Master 6B, TTSP Master 13B

Lesson Worksheet:LW 85-1A/B




HW 54B, HW 85B, HW 89B, HW 91B


PSW 70A, PTW 70BPSW 110A, PTW 110B


(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.


(Problem of the Day)Lesson 11, New ConceptLesson 22, New ConceptSection Overview 3,

Journal Writing 22Lesson 60-1, New Concept



TTSP Master 6B, TTSP Masters 19A/19B





HW 54B, HW 85B, HW 89B, HW 91B





Student Workbook


AssessmentLesson 65-1, New ConceptLesson 85-1, New ConceptLesson 89, New ConceptLesson 91, New Concept

Oral Assessment:OA 5, OA 6


(5) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to:

(A) determine the value of a collection of coins up to one dollar; and






GCP 108A, GCP 116A


HW 108B, HW 116B

(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.


Teacher’s Manual, Vol 2:Lesson 86, New ConceptLesson 87, The Meeting (Money)Lesson 88, The Meeting (Money)Lesson 93, New ConceptLesson 95-1, The Meeting (Money)Lesson 109, New Concept


MCA 41


EC 8


GCP 93A


HW 93B





Student Workbook

(6) Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to:

(A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and

Teacher’s Manual, Vol 2:Lesson 92, New ConceptLesson 110-1, New ConceptLesson 116, New ConceptLesson 117, New ConceptLesson 121, New ConceptSection Overview 13, Formative

Assessment


Lesson Worksheet:LW 110-1A/B, LW 116A/B



HW 122B

(B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.


Teacher’s Manual, Vol 2:Lesson 120-1, New ConceptLesson 120-1, Problem-Solving

StrategiesLesson 125-1, New ConceptLesson 128, New ConceptLesson 133, New Concept






PSW 120A, PTW 120B

(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:

(A) determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

Teacher’s Manual, Vol 1:Lesson 13, New ConceptLesson 37, New ConceptSection Overview 2, Formative

AssessmentLesson 39, The Meeting (Counting)



GCP 25A, GCP 28A


HW 25B






Student Workbook

(B) 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; and

Teacher’s Manual, Vol 1:Lesson 20-1, New ConceptLesson 36, New ConceptLesson 44, New Concept

Teacher’s Manual, Vol 2:Lesson 74, Extension Activity

— Lesson Worksheet:LW 20-1A/B



(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

Teacher’s Manual, Vol 1:Lesson 22, New ConceptLesson 22, Extension ActivityLesson 28, Fact PracticeLesson 29, New ConceptLesson 30-1, New ConceptLesson 55-2, Lesson ExtensionLesson 60-1, New Concept

Teacher’s Manual, Vol 2:Lesson 76, The Meeting (Problem of

the Day)Lesson 135, The Meeting (Problem

of the Day)


Test-Taking Strategies Practice:TTSP Master 6B, TTSP

Masters 19A/19B

Lesson Worksheet:LW 30-1A/B, LW 35-1A/B

Class Fact Practice:CFP 33A

Fact Homework:FH 33B



(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:

(A) create two-dimensional shapes based on given attributes, including number of sides and vertices;

Teacher’s Manual, Vol 1:Lesson 57, New ConceptLesson 60-2, New Concept

Teacher’s Manual, Vol 2:Lesson 65-2, New ConceptLesson 70-2, New ConceptLesson 70-2, Teacher MasterLesson 108, New ConceptLesson 114, New Concept


Lesson Worksheet:LW 65-2, LW 70-2, LW 80-2A/B








Student Workbook

(B) 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;







(C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

Teacher’s Manual, Vol 1:Lesson 6, New ConceptLesson 18, New ConceptLesson 19, New ConceptLesson 21, New ConceptLesson 25-2, New ConceptLesson 30-2, New ConceptLesson 57, New Concept


MCA 45


TTSP Master 9B





(D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

Teacher’s Manual, Vol 1:Lesson 6, New ConceptLesson 24, New ConceptSection Overview 3, Formative

Assessment

Teacher’s Manual, Vol 2:Lesson 80-2, New Concept



Guided Class Practice:GCP 6A

Homework:HW 6B






Student Workbook

(E) 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.


Teacher’s Manual, Vol 2:Lesson 80-2, New ConceptLesson 85-2, New ConceptLesson 85-2, Teacher Master



EC 2

Lesson Worksheet:LW 23, LW 80-2A/B, LW 85-2A/B


GCP 27A


HW 27B, HW 29B

(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:

(A) find the length of objects using concrete models for standard units of length;

Teacher’s Manual, Vol 1:Lesson 40-2, New ConceptLesson 43, New ConceptLesson 55-2, New Concept




Lesson Worksheet:LW 40-2, LW 55-2, LW 72



(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

Teacher’s Manual, Vol 1:Lesson 40-2, New ConceptLesson 40-2, Extension ActivityLesson 43, New ConceptSection Overview 5, Formative

AssessmentLesson 55-2, New Concept




Lesson Worksheet:LW 55-2


Homework:HW 59B






Student Workbook

(C) represent whole numbers as distances from any given location on a number line;


Teacher’s Manual, Vol 2:Lesson 94, New ConceptSection Overview 9, Formative

Assessment





HW 75B


(D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

Teacher’s Manual, Vol 1:Lesson 43, New ConceptLesson 55-2, New Concept



Lesson Worksheet:LW 43, LW 55-2, LW 72



(E) determine a solution to a problem involving length, including estimating lengths;

Teacher’s Manual, Vol 1:Lesson 40-2, New ConceptLesson 55-2, New Concept




TTSP Master 17B

Lesson Worksheet:LW 40-2, LW 55-2


Homework:HW 73B






Student Workbook

(F) 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; and

Teacher’s Manual, Vol 2:Lesson 100-2, New ConceptLesson 115-2, New ConceptLesson 129, New Concept



Lesson Worksheet:LW 100-2, LW 115-2, LW 129A/B



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


Teacher’s Manual, Vol 2:Lesson 67, New ConceptLesson 68, The MeetingLesson 106, New ConceptLesson 130-1, The Meeting (Clock)Lesson 130-2, The Meeting (Clock)Lesson 131, The Meeting (Clock)






HW 129B, HW 131B, HW 132B


(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:

(A) 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;

Teacher’s Manual, Vol 1:Lesson 3, The Meeting (Lunch/

Attendance Graph)Lesson 17, New ConceptLesson 31, New ConceptLesson 39, New Concept




GCP 31A, GCP 39A

Homework:HW 39B






Student Workbook

(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;






GCP 124A

Homework:HW 82B, HW 83A, HW 95B,

HW 113B, HW 124B



(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and



Teacher’s Manual, Vol 2:Lesson 61, The Meeting

(Daily Temperature)Lesson 62, The Meeting


(Daily Temperature)Lesson 82, New ConceptLesson 105-2, New ConceptLesson 113, New ConceptLesson 125-2, Extension ActivityLesson 125-2, Activity Master


Test-Taking Strategies Practice:TTSP Masters 2A/B

Lesson Worksheet:LW 82, LW 105-2










Student Workbook

(D) draw conclusions and make predictions from information in a graph.


AssessmentLesson 66, New ConceptLesson 71, The Meeting


(Daily Temperature)Lesson 82, New ConceptLesson 120-2, New ConceptLesson 135, New Concept


TTSP Master 20B

Lesson Worksheet:LW 82, LW 120-2A/B, LW 135


Homework:HW 66B



(11) Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:

(A) calculate how money saved can accumulate into a larger amount over time;

— — —

(B) explain that saving is an alternative to spending;

— — —

(C) distinguish between a deposit and a withdrawal;

— — —

(D) identify examples of borrowing and distinguish between responsible and irresponsible borrowing;

— — —

(E) identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and

— — —

(F) differentiate between producers and consumers and calculate the cost to produce a simple item.

— — —



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of Saxon Math 2 to Texas Essential Knowledge and Skills for Mathematics€¦ · · 2013-02-15Correlated To Texas Essential Knowledge and Skills for Mathematics, Grade 2 ... HW 14B,