math and english language arts vertical alignment€¦ · vertical alignment purposeful, focused,...

2019-2020

MATH AND ENGLISH LANGUAGE ARTS

VERTICAL ALIGNMENT

Purposeful, focused, consistent, and student-centered lesson planning is an

essential component for student academic success. This vertical alignment is

based on the Texas Essential Knowledge and Skills established by the Texas

Education Agency. Even though our campus is in a Catholic setting, we must

prepare our students to meet these academic expectations.

Consequently, all teachers PreK through 8th grade are to effectively plan engaging

lessons that implement these standards which are the instructional foundation

from grade level to grade level. This consistent adherence to teaching each grade

level’s respective TEKS will ensure that the students experience ongoing academic

progress throughout the year and from grade level to grade level.

CREATED MAY 2, 2019

CIT

BENJAMIN VILLARREAL PRINCIPAL

ELAINE RANDOLPH MUSIC

CHERYL BROOKS 7TH GRADE

ANNA MILLER 4TH GRADE

JANIE RODRIGUEZ 4TH GRADE

DORA MARTINEZ 3RD GRADE

MARIA BUSTILLOS KINDER

2019-2020

Prekinder Math

PK.V.A Counting Skills

PK.V.A.1 Child knows that objects, or parts of an object, can be counted.

PK.V.A.2 Child uses words to rote count from 1 to 30.

Names of numbers - up to 10 (K-C.23)

Count forward - up to 20 (K-D.11)

Names of numbers - up to 20 (K-D.13)

PK.V.A.3 Child counts 1-10 items, with one count per item.

Learn to count - up to 3 (P-A.1)

Count objects - up to 3 (P-A.2)

Count dots - up to 3 (P-A.3)

Count shapes - up to 3 (P-A.4)

Learn to count - up to 5 (P-B.1)

Count objects - up to 5 (P-B.2)

Count dots - up to 5 (P-B.3)

Count shapes - up to 5 (P-B.4)

Learn to count - up to 10 (P-C.1)

Count objects - up to 10 (P-C.2)

Count dots - up to 10 (P-C.3)

Count shapes - up to 10 (P-C.4)

PK.V.A.4 Child demonstrates that the order of the counting sequence is always the same,

regardless of what is counted.

Count objects - up to 3 (P-A.2)

Count shapes - up to 3 (P-A.4)

Count objects - up to 5 (P-B.2)

Count shapes - up to 5 (P-B.4)

Count objects - up to 10 (P-C.2)

Count shapes - up to 10 (P-C.4)

PK.V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many

items were counted.

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Learn to count - up to 3 (P-A.1)

Learn to count - up to 5 (P-B.1)

Learn to count - up to 10 (P-C.1)

PK.V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any

order.

PK.V.A.7 Child uses the verbal ordinal terms.

Ordinal numbers (1-A.21)

PK.V.A.8 Child verbally identifies, without counting, the number of objects from 1 to 5.

Represent numbers - up to 3 (P-A.8)

Represent numbers - up to 5 (P-B.8)

PK.V.A.9 Child recognizes one-digit numerals, 0-9.

Represent numbers - up to 3 (P-A.8)

Represent numbers - up to 5 (P-B.8)

Represent numbers - up to 10 (P-C.8)

Names of numbers - up to 10 (K-C.23)

PK.V.B Adding To/Taking Away Skills

PK.V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5

objects.

Add with pictures - sums up to 5 (K-I.1)

Addition sentences - sums up to 5 (K-I.2)

PK.V.B.2 Child uses concrete models or makes a verbal word problem for subtracting 1-5

objects from a set.

Subtract with pictures - numbers up to 5 (K-K.1)

Subtraction sentences - numbers up to 5 (K-K.2)

PK.V.B.3 Child uses informal strategies to share or divide up to 10 items equally.

PK.V.C Geometry and Spatial Sense Skills

PK.V.C.1 Child names common shapes.

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Circles (P-K.2)

Squares (P-K.3)

Triangles (P-K.4)

Rectangles (P-K.5)

Circles, squares, and triangles (P-K.6)

PK.V.C.2 Child creates shapes.

PK.V.C.3 Child demonstrates use of location words (such as "over", "under", "above", "on",

"beside", "next to", "between", "in front of", "near", "far", etc.).

Inside and outside (P-F.1)

Left and right (P-F.2)

Left, middle, and right (P-F.3)

Top and bottom (P-F.4)

Top, middle, and bottom (P-F.5)

Above and below (P-F.6)

Beside and next to (P-F.7)

PK.V.C.4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.

Flip, turn, and slide (1-V.6)

PK.V.D Measurement Skills

PK.V.D.1 Child recognizes and compares heights or lengths of people or objects.

Long and short (P-I.1)

Tall and short (P-I.2)

PK.V.D.2 Child recognizes how much can be placed within an object.

Holds more or less (P-I.4)

PK.V.D.3 Child informally recognizes and compares weights of objects or people.

Light and heavy (P-I.3)

PK.V.D.4 Child uses language to describe concepts associated with the passing of time.

A.M. or P.M. (K-O.5)

Seasons (K-O.7)

PK.V.E Classification and Patterns Skills

PK.V.E.1 Child sorts objects that are the same and different into groups and uses language to

describe how the groups are similar and different.

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Different (P-G.1)

Same (P-G.2)

Same and different (P-G.3)

Classify shapes by color (P-G.4)

Classify and sort by color (P-G.5)

Classify and sort by shape (P-G.6)

PK.V.E.2 Child collects data and organizes it in a graphic representation.

Making graphs (K-Q.1)

PK.V.E.3 Child recognizes and creates patterns.

Color patterns (P-H.1)

Size patterns (P-H.2)

Shape patterns (P-H.3)

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Kinder Math

The student uses mathematical processes to acquire and demonstrate mathematical

understanding.

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

Addition word problems - sums up to 5 (K-I.6)

Addition word problems - sums up to 10 (K-J.8)

Subtraction word problems - numbers up to 5 (K-K.5)

Coin names - penny through quarter (K-T.1)

Shapes of everyday objects I (K-W.9)

Shapes of everyday objects II (K-W.10)

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;

Complete the addition sentence - sums up to 5 (K-I.5)


Add with pictures - sums up to 10 (K-J.1)

Make a number using addition - sums up to 10 (K-J.4)

Complete the addition sentence - make ten (K-J.5)

Complete the addition sentence - sums up to 10 (K-J.6)



Complete the subtraction sentence - numbers up to 5 (K-K.4)


Subtract with pictures - numbers up to 10 (K-L.1)

Make a number using subtraction - numbers up to 10 (K-L.4)

Complete the subtraction sentence - numbers up to 10 (K-L.5)

Subtraction word problems - numbers up to 10 (K-L.7)

Different (K-P.1)

Same (K-P.2)

Same and different (K-P.3)

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;

Count to fill a ten frame (K-C.17)


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Long and short (K-S.1)

Tall and short (K-S.2)

Light and heavy (K-S.3)

Holds more or less (K-S.4)

Compare size, weight, and capacity (K-S.5)

Introduction to symmetry (K-V.8)

Identify pictures with symmetry (K-V.9)

Midpoint formula - find the endpoint (G-B.8)

D. communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;




Addition sentences - sums up to 10 (K-J.2)



Subtraction sentences - numbers up to 10 (K-L.2)

Sort shapes into a Venn diagram (K-P.9)


Name the two-dimensional shape (K-V.1)

Select two-dimensional shapes (K-V.5)

Two-dimensional and three-dimensional shapes (K-W.1)

Select three-dimensional shapes (K-W.7)

Identify shapes traced from solids (K-W.8)

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

Count on ten frames - up to 3 (K-A.4)

Show numbers on ten frames - up to 3 (K-A.5)

Represent numbers - up to 3 (K-A.6)

Show numbers on ten frames - up to 5 (K-B.5)

Represent numbers - up to 5 (K-B.6)

Count blocks - up to 10 (K-C.4)

Count on ten frames - up to 10 (K-C.6)

Show numbers on ten frames - up to 10 (K-C.7)

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Represent numbers - up to 10 (K-C.8)

Count on ten frames - up to 20 (K-D.3)

Show numbers on ten frames - up to 20 (K-D.4)

Represent numbers - up to 20 (K-D.5)

Count blocks - up to 20 (K-D.15)

Count blocks - up to 30 (K-E.6)




Interpreting graphs (K-Q.2)

F. analyze mathematical relationships to connect and communicate mathematical ideas; and

One more - up to 5 (K-B.7)

Count one more - up to 5 (K-B.8)

One less - up to 5 (K-B.9)

Count one less - up to 5 (K-B.10)

Count up - with numbers (K-C.15)

Count up and down - with numbers (K-C.16)

Before, after, and between - up to 10 (K-C.20)

Count forward - up to 10 (K-C.21)

Count forward and backward - up to 10 (K-C.22)

Count up - up to 20 (K-D.6)

Count up and down - up to 20 (K-D.7)

Before, after, and between - up to 20 (K-D.10)


Count forward and backward - up to 20 (K-D.12)

Fewer and more - compare by matching (K-G.2)

Fewer and more - compare by counting (K-G.3)

Fewer and more - compare in a mixed group (K-G.4)

Fewer, more, and same (K-G.5)

Compare two numbers - up to 10 (K-G.6)


G. display, explain, and justify mathematical ideas and arguments using precise mathematical

language in written or oral communication.




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Write addition sentences (K-J.7)

Write subtraction sentences (K-L.6)


Squares and rectangles (K-V.3)




Name the three-dimensional shape (K-W.2)


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.

A. count forward and backward to at least 20 with and without objects;

Count to 20 (K-D.1)

Count dots - 0 to 20 (K-D.2)


Count up - up to 20 (K-D.6)



Count forward and backward - up to 20 (K-D.12)


Count on ten frames - up to 30 (K-E.1)

Count groups of ten (K-E.2)

Count to 100 (K-E.3)



B. read, write, and represent whole numbers from 0 to at least 20 with and without objects or

pictures;

Count to 20 (K-D.1)

Count dots - 0 to 20 (K-D.2)

Show numbers on ten frames - up to 20 (K-D.4)

Represent numbers - up to 20 (K-D.5)

Names of numbers - up to 20 (K-D.13)

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C. count a set of objects up to at least 20 and demonstrate that the last number said tells the

number of objects in the set regardless of their arrangement or order;

Count to 20 (K-D.1)


Tally marks - up to 20 (K-D.8)




Count money - pennies only (K-T.3)

D. recognize instantly the quantity of a small group of objects in organized and random

arrangements;

Count to 3 (K-A.2)

Count using stickers - up to 3 (K-A.3)

Count on ten frames - up to 3 (K-A.4)


Count to 5 (K-B.2)

Count on ten frames - up to 5 (K-B.4)


Count to 10 (K-C.2)

Count dots - up to 10 (K-C.3)

Count blocks - up to 10 (K-C.4)

Count on ten frames - up to 10 (K-C.6)


E. generate a set using concrete and pictorial models that represents a number that is more

than, less than, and equal to a given number up to 20;

Count using stickers - up to 3 (K-A.3)

Show numbers on ten frames - up to 3 (K-A.5)

Count using stickers - up to 5 (K-B.3)

Show numbers on ten frames - up to 5 (K-B.5)

One more - up to 5 (K-B.7)

One less - up to 5 (K-B.9)

Count using stickers - up to 10 (K-C.5)

Show numbers on ten frames - up to 10 (K-C.7)

One less - up to 10 (K-C.11)

One more and one less - up to 10 (K-C.13)

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F. generate a number that is one more than or one less than another number up to at least 20;

Count one more - up to 5 (K-B.8)

Count one less - up to 5 (K-B.10)

Count one more - up to 10 (K-C.10)

Count one less - up to 10 (K-C.12)

Count one more and one less - up to 10 (K-C.14)

Count up and down - with numbers (K-C.16)

Before, after, and between - up to 10 (K-C.20)


Before, after, and between - up to 20 (K-D.10)

G. compare sets of objects up to at least 20 in each set using comparative language;





H. use comparative language to describe two numbers up to 20 presented as written numerals;

Compare two numbers - up to 10 (K-G.6)

I. compose and decompose numbers up to 10 with objects and pictures.




Count to fill a ten frame (K-C.17)

3. The student applies mathematical process standards to develop an understanding of addition

and subtraction situations in order to solve problems.

A. model the action of joining to represent addition and the action of separating to represent

subtraction;




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B. solve word problems using objects and drawings to find sums up to 10 and differences within

10; and




Subtraction word problems - numbers up to 10 (K-L.7)

C. explain the strategies used to solve problems involving adding and subtracting within 10 using

spoken words, concrete and pictorial models, and number sentences.


Make a number using addition - sums up to 5 (K-I.4)

Complete the addition sentence - sums up to 5 (K-I.5)

Addition sentences - sums up to 10 (K-J.2)

Make a number using addition - sums up to 10 (K-J.4)

Complete the addition sentence - make ten (K-J.5)

Complete the addition sentence - sums up to 10 (K-J.6)

Write addition sentences (K-J.7)


Complete the subtraction sentence - numbers up to 5 (K-K.4)

Subtraction sentences - numbers up to 10 (K-L.2)

Make a number using subtraction - numbers up to 10 (K-L.4)

Complete the subtraction sentence - numbers up to 10 (K-L.5)

Write subtraction sentences (K-L.6)

4. The student applies mathematical process standards to identify coins in order to recognize the

need for monetary transactions. The student is expected to identify U.S. coins by name, including

pennies, nickels, dimes, and quarters.

Coin names - penny through quarter (K-T.1)

5. The student applies mathematical process standards to identify the pattern in the number word

list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with

any given number.

Learn to skip-count by tens (K-F.6)

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6. The student applies mathematical process standards to analyze attributes of two-dimensional

shapes and three-dimensional solids to develop generalizations about their properties.

A. identify two-dimensional shapes, including circles, triangles, rectangles, and squares as

special rectangles;


Circles (K-V.2)

Squares and rectangles (K-V.3)

Hexagons (K-V.4)


B. identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real

world;

Name the three-dimensional shape (K-W.2)

Spheres (K-W.3)

Cubes (K-W.4)

Cones (K-W.5)

Cylinders (K-W.6)


Shapes of everyday objects I (K-W.9)

Shapes of everyday objects II (K-W.10)

C. identify two-dimensional components of three-dimensional objects;



D. identify attributes of two-dimensional shapes using informal and formal geometric language

interchangeably;

Count sides and corners (K-V.6)

Compare sides and corners (K-V.7)




E. classify and sort a variety of regular and irregular two- and three-dimensional figures

regardless of orientation or size; and

Classify and sort by shape (K-P.6)

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F. create two-dimensional shapes using a variety of materials and drawings.

7. The student applies mathematical process standards to directly compare measurable attributes.

A. give an example of a measurable attribute of a given object, including length, capacity, and

weight; and

Long and short (K-S.1)

Tall and short (K-S.2)

B. compare two objects with a common measurable attribute to see which object has more

of/less of the attribute and describe the difference.

Light and heavy (K-S.3)

Holds more or less (K-S.4)

Compare size, weight, and capacity (K-S.5)

8. The student applies mathematical process standards to collect and organize data to make it

useful for interpreting information.

A collect, sort, and organize data into two or three categories;

Different (K-P.1)

Same (K-P.2)

Same and different (K-P.3)

Classify shapes by color (K-P.4)

Classify and sort by color (K-P.5)

Classify and sort by shape (K-P.6)

Classify and sort (K-P.7)

Sort shapes into a Venn diagram (K-P.9)

B. use data to create real-object and picture graphs; and


C. draw conclusions from real-object and picture graphs.

Interpreting graphs (K-Q.2)

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9. The student applies mathematical process standards to manage one's financial resources

effectively for lifetime financial security.

identify ways to earn income;

differentiate between money received as income and money received as gifts;

list simple skills required for jobs; and

distinguish between wants and needs and identify income as a source to meet one's

wants and needs.

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1st Math Standard

1.2 Place Value (whole #’s)

Hundreds

Round to 10’s place

Number Line

Recite #’s 1-120

1.3 Problem Solving

Single Adding and Subtracting

Double Adding and Subtracting

Triple Digit Adding and Subtracting

Money Problem Solving

Determine wants and needs charitable giving

Working basic word problems

Determine odd and even

1.4 Geometry

Review Plane Figures/ Geometrical Figures

Distinguish Properties

1.5 Patterns

Recognize Name and Create # Patterns

1.6 Measurement

Time Hour and half hour

Know tools of measurement and how to use tools inches and centimeters

Length, liquid time and weight

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2nd

Grade Math Standard

1.2 Place Value (whole #’s) Continued to Second

Hundreds, Thousands

Round to 10’s place

Number Line

Recite #’s 1-120

Use expanded form and standard

1.3 Problem Solving Continued to Second

Single Adding and Subtracting

Double Adding and Subtracting

Triple Digit Adding and Subtracting

Money Problem Solving

Determine wants and needs charitable giving

Working basic word problems

Determine odd and even

4 Plus digit Adding and Subtracting

X's

<,>, = up to 4 digits

One/multistep word problems

1.4 Fractions

Review and Construct Fractions

Parts and whole

1.5 Money

Count

Balance Budget

Make change

Income

Expenses

1.6 Geometry

Review

Construct 2 and 3 dimensional shapes with properties and attributes such a side, vertices

etc.

1.7 Data Graphs

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Construct complex graphs/charts

Interpret complex graphs/charts

1.8 Measurement

Review/ Practice

1.9 Patterns

Interpret / Recognize simple and complex patterns

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3rd

Grade Math Standards


Hundreds/Thousands/Hundred Thousands

Round to 10,000’s place

Number Line

Recite #’s 1-10,000

3.3 Fractional Units

Denominators 2,3,4,6,8

Decompose equivalent divisibility ½ ¼

3.4 Problem Solving

Whole number

Division

Money

3.5 Patterns

Recognize Name and Create # Patterns

Fact Families

X Expression

3.6 Geometry

2 dimensional figures properties

Area

Quadrilaterals

Rhombus, parallelograms, trapezoids, rectangles, squares

3.7 Measurement (customary metric)

Time 15, 30, 45 minutes intervals

Liquid, Volume, capacity, weight

3.8 Data/ Graphs

Collecting, organizing, interpreting graphs and data

3.9 Personal Financial Literacy

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Human Capital

Income

Labor

Surplus, Demand

Credit

Interest

Savings

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4th



Hundreds/Thousands/Hundred Thousands/millions


Number Line

Recite #’s 1-100,000

4.3 Fractional Units



Mixed Number

Decompose equivalent on number line

4.4 Problem Solving

Whole number

Division

Money

4.5 Expressions Equations

Mathematical Processes (+-x/)

Formulate these expression equations

4.6 Geometry


Area

Quadrilaterals

Rhombus, parallelograms, trapezoids, rectangles, squares

Symmetry

Acute right obtuse right triangles

Points lines line segments rays angles perpendicular parallel lines

4.7 Problem Solving

Angles less than or = to 180’

Draw angles with given measurement

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4.8 Solve Problems

Customary metric systems

Conversion from large unit to small unit

4.9 Whole Numbers

Decimals

Fraction Forms

Frequent Tables

Dot

Plots

Stem and leaf plots


Human Capital

Income

Labor

Surplus, Demand

Credit

Interest

Savings

Types of expense fixed and variable

Purpose of financial institutions

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5th



Hundreds/Thousands/Hundred Thousandths/millions


Number Line

Recite #’s 1-100,000

Multiply 4 digit by 2 digit

Division of decimals to 100ths

X3 digit by 2 /4digit 2

5.4 Fractional Units (Continued)



Mixed Number

Decompose equivalent on number line

Multiply and divide

Division of fraction and whole number

5.5 Geometry


5.6 Measurement

Volume and cubic units rectangular prism

3-d figues

5.7 Solve Problems

Measurement converting within customary and metric

5.7 Problem Solving

Angles less than or = to 180’

Draw angles with given measurement

5.8 Identify locations or coordinate plane

X

Y

Graphing ordered pairs

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4.9 Bar Graphs

Frequency tables

Numerical data fractions/decimals

Dot plots

Stem and leaf plots


Human Capital

Income

Labor

Surplus, Demand

Credit

Interest

Savings

Types of expense fixed and variable

Purpose of financial institutions

Payroll

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MIDDLE SCHOOL MATH STANDARD 6TH 7TH ALGEBRA

order classify identify locate and extend rational number 6.2 7.2

apply previous knowledge of rational expressions 6.1 7.1

applies math standard process to solve problems 6.4 7.4

make forms of fractions decimals and percents 6.7 7.3

make numerical expressions using order of ops, whole

numbers and prime factors 6.7 7.3

make number expressions uing properties of operations 6.3 7.3

add subtract multiply divide intergers fluently 6.3 7.4

apply qualitative and quantitative reasoning to ratios and

rates and percents 6.4 6.5 7.7

represent a given situation using verbal expressions tables

graphs and equations 6.6 7.11

model and solve one variable one step equations and

inequalities that represent problems including geo concepts 6.10a 7.4

convert units within a measurement system using

proportions and unit rates 6.4 7.9

detemine solutions involving area and volume 6.8 7.7

graph points in all four quadrants using ordered pairs of

rational numbers 6.11 7.6

summarize numeric data including mean median range mode

and percents 6.12 7.12

interpret numer data in dot plots stem and leaf plots

histograms and box plots 6.13 7.4

represent constant rate of change 7.5

solev mathematical and real world problems 7.6

solve problems using data in graphs 6.12 7.12

compare two groups of numeric data using comparative dot

plots and box plots

6.12

7.7

use properties of graphs stas relationship and slove linear

functions equations and inequalities 6.12

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use properties of graphs and solve quadratic functions and

equations 6.12

use properties of write solve analyze and evaluate

exponential funcations polynomial expressions and algebraic

expressions

6.7

math and english language arts vertical alignment€¦ · vertical alignment purposeful, focused,...

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