web view · 2013-08-29the student is expected to identify u.s. coins by name, including...

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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 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS

K.13A/1.11A/2.12A identify the mathematics in everyday situations

K.1A/1.1A/2.1A apply mathematics to problems arising in everyday life, society, and the workplace

K.13B/1.11B/2.12B solve problems with guidance that incorporate the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution of reasonableness

K.13C/1.11C/2.12C select or develop and appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem

K.1B/1.1B/2.1B 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

K.13D/1.11D/2.12D use tools such as real objects, manipulatives, and technology to solve problems

K.1C/1.1C/2.1C select tools, including real objects, manipulatives, paper/pencil, and technology, as appropriate and techniques, including mental math, estimation, and number sense, as appropriate to solve problems

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K.1/1.1/2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: Instructional Considerations


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



1.2 The student applies mathematical process standards 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:

Instructional Considerations


1.2A recognize instantly the quantity of structured arrangements

NONE

1.1B create sets of tens and ones using concrete objects to describe, compare, and order whole numbers

1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

2.1A use concrete models ofhundreds, tens, and ones torepresent a given whole number(up to 999) in various ways

2.2A 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

1.1D read and write numbers to 99 to describe sets of concrete objects

1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120

2.1B use place value to read,write, and describe the value ofwhole numbers to 999

2.2B use standard, word, and expanded forms to represent numbers cup to 1,200

1.5C compare and order whole number using place value

1.2D generate a number that is greater than or less than a given whole number up to 120

2.2C generate a number that is greater than or less than a given whole number up to 1,200



1.2 The student applies mathematical process standards 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:




1.2E use place value to compare whole numbers up to 120 using comparative language

2.1C use place value to compareand order whole numbers to 999and record the comparisons using numbers and symbols(<, =, >)

2.2D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (<,>, or =)


1.2F order whole numbers up to 120 using place value and open number lines

2.1C use place value to compareand order whole numbers to 999and record the comparisons using numbers and symbols(<, =, >)


1.5C compare and order whole numbers using place value.

2.1C use place value to compareand order whole numbers to 999and record the comparisonsusing numbers and symbols(<, =, >)

1.2G represent the comparison of two numbers to 100 using the symbols >,<,or =

2.1C use place value to compareand order whole numbers to 999and record the comparisonsusing numbers and symbols(<, =, >)




1.3 The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:



1.3A model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences

1.3A use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99

2.3C select addition or subtraction to solve problemsusing two-digit numbers, whether or not regrouping is necessary

2.4C 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


1.3B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=___; 3+___=7; and5 = __-3

NONE

1.3B use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9)

1.3C compose 10 with two or more addends with and without concrete objects

NONE



1.3 The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:



1.3B use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9)

1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

2.3A recall and apply basic addition and subtraction facts (to 18)

2.4A recall basic facts to add and subtract within 20 with automaticity


1.3E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

2.3B model addition and subtraction of two digit numbers with objects, pictures, words, and numbers

2.4B 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


1.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

2.3C select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary

2.4D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000



1.4 The student applies mathematical process standards to identify coins, their values, and the relationships among them 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.



1.1C identify individual coins by name and value and describe relationships among them

1.4A identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them

NONE


2.3E describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins

1.4B write a number with the cent symbol to describe the value of a coin

2.3E describe how the cent symbol, dollar symbol, and the decimal point are used to namethe value of a collection of coins

2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins


2.3D determine the value of a collection of coins up to one dollar

1.4C use relationships to count by twos, fives, and tens-to determine the value of a collection of pennies, nickels and/or dimes

2.3D determine the value of a collection of coins up to one dollar

2.5A determine the value of a collection of coins up to one dollar



1.5 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:



1.5A recite numbers forward and backward from any given number between 1 and 120

NONE

1.5A use patterns to skip count by twos, fives, and tens (Number and Operations Strand)

1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

2.4A model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined.

2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the number

2.6A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

1.5C compare and order whole numbers using place value.

2.5A find patterns in numbers such as in a 100s chart

1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120

2.5B use patterns in place value to compare and order whole numbers through 999

2.7B 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







1.5D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

2.3C select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary

2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

2.4D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000






1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)


1.5F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation


1.5D use patterns to develop strategies to solve basic addition and basic subtraction problems

1.5E identify patterns in related addition and subtractions sentences (fact families for sumbs to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2

1.5G apply properties of operations to add and subtract two or three numbers

NONE



1.6 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:



1.6C describe and identify two- and three- dimensional geometric figures in order to sort them according to a given attribute using informal and formal language

1.6A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

2.7B use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figure are alike and 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

1.6A describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle)

1.6B describe and identify two- and three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones

1.6B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

NONE

1.6C create two-dimensional figures, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons

2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices






1.6A describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle)

1.6D identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language

2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices

1.6B describe and identify two- and three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones

1.6E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

NONE

1.6D use concrete models to combine two-dimensional geometric figures to make new geometric figures

1.6F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes






1.2A separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts

1.6G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

NONE

1.2A separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts

1.6H identify examples and non-examples of halves and fourths

NONE



1.7 The student applies mathematical process standards to select and use units to describe length and time. The student is expect to: Instructional Considerations


1.7A estimate and measure length using non-standard units such as paper clips or sides of colored tiles

1.7A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

2.9A identify concrete models that approximatestandard units of length and use them to measurelength

2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

1.7B illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other


2.9A find the length of objects using concrete models for standard units of length

1.7D describe a length to the nearest whole unit using a number and a unit


2.9A find the length of objects using concrete models for standard units of length

1.7C describe the relationship between the size of the unit and the number of units needed to measure the length of an object

1.7C measure the same object/distance with units of two different lengths and describe how and why the measurement differ


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

1.8B read time to the hour and half-hour using analog and digital clocks

1.7E tell time to the hour and half hour using analog and digital clocks

2.10B read and write times shown on analog and digital clocks using five-minute icrements

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..



1.8 The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:



1.9A collect and sort data 1.8A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

NONE

1.9B use organized data to construct real-object graphs, picture graphs, and bar-type graphs

1.8B use data to create picture and bar-type graphs

2.11A construct picture graphs and bar-type graphs

2.11B draw conclusions and answer questionsbased on picture graphs and bar-type graphs

2.10B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

1.10A draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs

1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs

2.11A construct picture graphs and bar-type graphs

2.11B draw conclusions and answer questionsbased on picture graphs and bar-type graphs

2.10D draw conclusions and make predictions from information in a graph



GRADE 1 – Deleted Content

1.1A compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models

1.2B use appropriate language to describe part of a set such as three out of the eight crayons are red

1.4 identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems

1.5B find patterns in numbers, including odd and even

1.7B compare and order two or more concrete objects according to length (from longest to shortest)

1.7D compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least)

1.7E compare and order two or more containers according to capacity (from holds the most to holds the least)

1.7F compare and order two or more objects according to weight/mass (from heaviest to lightest)

1.7G compare and order two or more objects according to relative temperature (from hottest to coldest)

1.8A order three or more events according to duration

1.10B Identify events as certain or impossible such as drawing a red crayon from a bag of green crayons


web view · 2013-08-29the student is expected to identify u.s. coins by name, including...

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