← All Standards

Grade 2

• Strand 2

  • 2.2.A
  • 2.2.B
  • 2.2.C
  • 2.2.D
  • 2.2.E
  • 2.2.F

• Strand 3

  • 2.3.A
  • 2.3.B
  • 2.3.C
  • 2.3.D

• Strand 4

  • 2.4.A
  • 2.4.B
  • 2.4.C
  • 2.4.D

• Strand 5

  • 2.5.A
  • 2.5.B

• Strand 6

  • 2.6.A
  • 2.6.B

• Strand 7

  • 2.7.A
  • 2.7.B
  • 2.7.C

• Strand 8

  • 2.8.A
  • 2.8.B
  • 2.8.C
  • 2.8.D
  • 2.8.E

• Strand 9

  • 2.9.A
  • 2.9.B
  • 2.9.C
  • 2.9.D
  • 2.9.E
  • 2.9.F
  • 2.9.G

• Strand 10

  • 2.10.A
  • 2.10.B
  • 2.10.C
  • 2.10.D

• Strand 11

  • 2.11.A
  • 2.11.B
  • 2.11.C
  • 2.11.D
  • 2.11.E
  • 2.11.F

TEKS Math Standard: 2.3.C

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

What’s the Pattern? Fraction Addition

Can your students figure out how to add fractions by looking for a pattern?

Gr 1-5

How Many Ways: Fractions Divide Equals 2/3

One equation. Digits one through nine. How many ways can you make it work?

Gr 3-7

How Many Ways: Divide Fractions Equal 1/4

How many different ways can you make this fraction division math statement true using only the digits one through nine?

Gr 3, 5, 6, 7

Fractions: Decompose and Recompose

What if we took a fraction apart, then took those pieces apart, then recombined them, and then recombined those, arriving back to the original fraction?

Gr 1-4

Numerator or Denominator: Which has more power in a fraction?

What do you do with students who already get their fraction operations? Give them a contrived project about recipes or pizza slices? Make them solve annoyingly hard practice problems? Please. Here, we get students thinking in a whole new way, pondering which has more power, the numerator or denominator.

Gr 2-6