Texas

2-4 Number and operations

• 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 shapes in rows - up to 10 (K-C.5)
    • Count scattered shapes - up to 10 (K-C.6)
    • Count shapes in rings - up to 10 (K-C.7)
    • Count blocks - up to 10 (K-C.8)
    • Count cubes - up to 10 (K-C.10)
    • Count on ten frames - up to 10 (K-C.12)
    • What number comes next? - up to 10 (K-C.)
    • Count up - up to 10 (K-C.22)
    • Count up and down - up to 10 (K-C.23)
    • Count forward - up to 10 (K-C.28)
    • Count forward and backward - up to 10 (K-C.29)
    • Count on ten frames - up to 20 (K-D.4)
    • Count up - up to 20 (K-D.7)
    • Count up and down - up to 20 (K-D.8)
    • Count forward - up to 20 (K-D.12)
    • Count forward and backward - up to 20 (K-D.13)
    • Complete an increasing sequence - up to 20 (K-D.15)
    • Count blocks - up to 20 (K-D.17)
    • Count on ten frames - up to 30 (K-F.1)
    • Count to 100 (K-F.3)
    • Count blocks - up to 30 (K-F.7)
    • Count blocks - up to 100 (K-F.12)

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

    • Count dots - 0 to 5 (K-B.8)
    • Identify numbers - up to 10 (K-C.1)
    • Count dots - up to 10 (K-C.4)
    • Count using stickers - up to 10 (K-C.9)
    • Show numbers with cubes - up to 10 (K-C.11)
    • Show numbers on ten frames - up to 10 (K-C.13)
    • Represent numbers - up to 10 (K-C.14)
    • Names of numbers - up to 10 (K-C.30)
    • Identify numbers - up to 20 (K-D.1)
    • Count dots - 0 to 20 (K-D.3)
    • Show numbers on ten frames - up to 20 (K-D.5)
    • Represent numbers - up to 20 (K-D.6)
    • Names of numbers - up to 20 (K-D.14)
    • Choose the number that you hear - numbers 0 to 10 (K)

  • 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;

    • Learn to count to 10 (K-C.2)
    • Count pictures - up to 10 (K-C.3)
    • Count scattered shapes - up to 10 (K-C.6)
    • Count shapes in rings - up to 10 (K-C.7)
    • Count blocks - up to 10 (K-C.8)
    • Count cubes - up to 10 (K-C.10)
    • Count on ten frames - up to 10 (K-C.12)
    • Tally marks - up to 10 (K-C.25)
    • Count to 20 (K-D.2)
    • Count on ten frames - up to 20 (K-D.4)
    • Tally marks - up to 20 (K-D.9)
    • Count blocks - up to 20 (K-D.17)
    • Count blocks - up to 30 (K-F.7)
    • Count blocks - up to 100 (K-F.12)
    • Count money - pennies only (K-V.3)

  • D recognize instantly the quantity of a small group of objects in organized and random arrangements;

    • Count pictures - up to 3 (K-A.3)
    • Count shapes - up to 3 (K-A.4)
    • Count on ten frames - up to 3 (K-A.7)
    • Represent numbers with pictures - up to 3 (K-A.9)
    • Represent numbers with shapes - up to 3 (K-A.10)
    • Count pictures - up to 5 (K-B.3)
    • Count shapes in rows - up to 5 (K-B.4)
    • Count scattered shapes - up to 5 (K-B.5)
    • Count cubes - up to 5 (K-B.7)
    • Count on ten frames - up to 5 (K-B.10)
    • Represent numbers with pictures - up to 5 (K-B.12)
    • Represent numbers with pictures - 0 to 5 (K-B.)
    • Represent numbers with shapes - up to 5 (K-B.13)
    • Count pictures - up to 10 (K-C.3)
    • Count dots - up to 10 (K-C.4)
    • Count shapes in rows - up to 10 (K-C.5)
    • Count scattered shapes - up to 10 (K-C.6)
    • Count shapes in rings - up to 10 (K-C.7)
    • Count blocks - up to 10 (K-C.8)
    • Count cubes - up to 10 (K-C.10)
    • Count on ten frames - up to 10 (K-C.12)
    • Represent numbers - up to 10 (K-C.14)

  • 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.5)
    • Show numbers with cubes - up to 3 (K-A.6)
    • Show numbers on ten frames - up to 3 (K-A.8)
    • Count using stickers - up to 5 (K-B.6)
    • Show numbers with cubes - up to 5 (K-B.9)
    • Show numbers on ten frames - up to 5 (K-B.11)
    • One more with pictures - up to 5 (K-B.14)
    • One less with pictures - up to 5 (K-B.17)
    • Count using stickers - up to 10 (K-C.9)
    • Show numbers with cubes - up to 10 (K-C.11)
    • Show numbers on ten frames - up to 10 (K-C.13)
    • One more with pictures - up to 10 (K-C.15)
    • One more on frames - up to 10 (K-C.16)
    • One less with pictures - up to 10 (K-C.18)
    • One less on frames - up to 10 (K-C.19)
    • One more and one less with pictures - up to 10 (K-C.20)
    • One more and one less on frames - up to 10 (K-C.21)
    • Before, after, and between - up to 10 (K-C.27)
    • Show numbers on ten frames - up to 20 (K-D.5)

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

    • One more - up to 5 (K-B.16)
    • One more - up to 10 (K-C.17)
    • Count up and down - up to 10 (K-C.23)
    • One more - up to 20 (K-D.)
    • Count up and down - up to 20 (K-D.8)
    • Before, after, and between - up to 20 (K-D.11)
    • One less - up to 10 (K)
    • One more and one less - up to 10 (K)
    • One less - up to 20 (K)
    • One more and one less - up to 20 (K)

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

    • Fewer and more - compare by matching (K-H.1)
    • Fewer and more - compare by counting (K-H.2)
    • Fewer and more - compare in a mixed group (K-H.3)
    • Fewer, more, and same (K-H.4)
    • Fewer and more - up to 20 (K-H.8)

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

    • Compare two numbers - up to 10 (K-H.6)
    • Compare numbers up to 20 using words (K)
    • Greater than, less than, or equal to (K)

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

    • Count to fill a ten frame (K-C.24)
    • Put together numbers using cubes - sums up to 5 (K-J.1)
    • Build cube trains to add up to 5 - words (K-J.2)
    • Take apart numbers using cubes - sums up to 5 (K-J.3)
    • Take apart numbers up to 5 - addition sentences (K-J.9)
    • Put together numbers using cubes - sums up to 10 (K-K.1)
    • Build cube trains to add up to 10 - words (K-K.2)
    • Take apart numbers using cubes - sums up to 10 (K-K.3)
    • Decompose a number up to 10 (K-K.5)
    • Take apart numbers up to 10 - addition sentences (K-K.11)

• 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;

    • Add with cubes - sums up to 5 (K-J.4)
    • Build cube trains to add up to 5 - addition sentences (K-J.5)
    • Add with pictures - sums up to 5 (K-J.6)
    • Write addition sentences for pictures - sums up to 5 (K-J.)
    • Add with cubes - sums up to 10 (K-K.6)
    • Build cube trains to add up to 10 - addition sentences (K-K.7)
    • Add with pictures - sums up to 10 (K-K.8)
    • Write addition sentences for pictures - sums up to 10 (K-K.)
    • Take away cubes - numbers up to 5 (K-L.1)
    • Subtract with cubes - numbers up to 5 (K-L.2)
    • Subtract with pictures - numbers up to 5 (K-L.3)
    • Take away cubes - numbers up to 10 (K-M.1)
    • Subtract with cubes - numbers up to 10 (K-M.2)
    • Subtract with pictures - numbers up to 10 (K-M.3)

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

    • Addition word problems with pictures - sums up to 5 (K-J.13)
    • Write addition sentences for word problems with pictures - sums up to 5 (K-J.)
    • Build cube trains to solve addition word problems - sums up to 5 (K-J.)
    • Addition word problems - sums up to 5 (K-J.14)
    • Model and write addition sentences for word problems - sums up to 5 (K-J.)
    • Addition word problems with pictures - sums up to 10 (K-K.18)
    • Write addition sentences for word problems with pictures - sums up to 10 (K-K.)
    • Build cube trains to solve addition word problems - sums up to 10 (K-K.)
    • Addition word problems - sums up to 10 (K-K.19)
    • Model and write addition sentences for word problems - sums up to 10 (K-K.)
    • Subtraction word problems with pictures - numbers up to 5 (K-L.9)
    • Write subtraction sentences for word problems with pictures - up to 5 (K-L.)
    • Use cube trains to solve subtraction word problems - up to 5 (K-L.)
    • Subtraction word problems - numbers up to 5 (K-L.10)
    • Model and write subtraction sentences for word problems - up to 5 (K-L.)
    • Subtraction word problems with pictures - numbers up to 10 (K-M.10)
    • Write subtraction sentences for word problems with pictures - up to 10 (K-M.)
    • Use cube trains to solve subtraction word problems - up to 10 (K-M.)
    • Subtraction word problems - numbers up to 10 (K-M.11)
    • Model and write subtraction sentences for word problems - up to 10 (K-M.)
    • Addition and subtraction word problems (K-N.5)

  • C explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

    • Add with cubes - sums up to 5 (K-J.4)
    • Addition sentences up to 5 - which model matches? (K-J.7)
    • Addition sentences up to 5 - what does the model show? (K-J.8)
    • Add two numbers - sums up to 5 (K-J.10)
    • Make a number using addition - sums up to 5 (K-J.11)
    • Complete the addition sentence - sums up to 5 (K-J.12)
    • Add with cubes - sums up to 10 (K-K.6)
    • Addition sentences up to 10 - which model matches? (K-K.9)
    • Addition sentences up to 10 - what does the model show? (K-K.10)
    • Add two numbers - sums up to 10 (K-K.13)
    • Make a number using addition - sums up to 10 (K-K.14)
    • Complete the addition sentence - make 10 (K-K.15)
    • Complete the addition sentence - sums up to 10 (K-K.16)
    • Turn words into an addition sentence - sums up to 10 (K-K.17)
    • Subtract with cubes - numbers up to 5 (K-L.2)
    • Subtraction sentences up to 5 - which model matches? (K-L.4)
    • Subtraction sentences up to 5 - what does the model show? (K-L.5)
    • Subtraction sentences up to 5 - what does the cube train show? (K-L.)
    • Subtract - numbers up to 5 (K-L.6)
    • Make a number using subtraction - numbers up to 5 (K-L.7)
    • Complete the subtraction sentence - numbers up to 5 (K-L.8)
    • Subtract with cubes - numbers up to 10 (K-M.2)
    • Subtraction sentences up to 10 - which model matches? (K-M.4)
    • Subtraction sentences up to 10 - what does the model show? (K-M.5)
    • Subtraction sentences up to 10 - what does the cube train show? (K-M.)
    • Subtract - numbers up to 10 (K-M.6)
    • Make a number using subtraction - numbers up to 10 (K-M.7)
    • Complete the subtraction sentence - numbers up to 10 (K-M.8)
    • Turn words into a subtraction sentence - numbers up to 10 (K-M.9)
    • Add or subtract - numbers up to 5 (K-N.1)
    • Add or subtract - numbers up to 10 (K-N.2)
    • Addition and subtraction - ways to make a number (K-N.3)

• 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-V.1)

5 Algebraic reasoning

• 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.

  • Count groups of ten (K-F.2)
  • Counting on the hundred chart (K-F.4)
  • Sequences - count by ones and tens (K-F.11)
  • Learn to skip-count by tens (K-G.6)
  • Skip-count by tens (K-G.7)
  • One or ten more or less (K)

6-7 Geometry and measurement

• 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;

    • Name the two-dimensional shape (K-W.1)
    • Circles (K-W.2)
    • Triangles (K-W.3)
    • Squares (K-W.4)
    • Rectangles (K-W.5)
    • Sort circles (K-W.)
    • Select circles, triangles, squares, and rectangles (K)
    • Sort two-dimensional shapes (K)

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

    • Name the three-dimensional shape (K-X.2)
    • Spheres (K-X.3)
    • Cubes (K-X.4)
    • Cones (K-X.5)
    • Cylinders (K-X.6)
    • Select three-dimensional shapes (K-X.7)
    • Shapes of everyday objects I (K-X.9)
    • Shapes of everyday objects II (K-X.10)

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

    • Flat and solid shapes (K-X.1)
    • Identify faces of three-dimensional shapes (K)

  • D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;

    • Curved parts (K-W.8)
    • Count corners (K-W.9)
    • Square corners (K-W.10)
    • Count sides (K-W.11)
    • Equal sides (K-W.12)
    • Count sides and corners (K-W.13)
    • Sort circles (K-W.)
    • Compare sides and corners (K-W.14)
    • Introduction to symmetry (K-W.15)
    • Identify pictures with symmetry (K-W.16)
    • Sort two-dimensional shapes (K)

  • 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-R.6)
    • Select two-dimensional shapes (K-W.7)
    • Flat and solid shapes (K-X.1)

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

    • Compose two-dimensional shapes (K-W.17)

• 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

    • Compare size, weight, and capacity (K-U.6)

  • B compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

    • Long and short (K-U.1)
    • Tall and short (K-U.2)
    • Light and heavy (K-U.4)
    • Holds more or less (K-U.5)

8 Data analysis

• 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;

    • Classify shapes by color (K-R.4)
    • Classify and sort by color (K-R.5)
    • Classify and sort by shape (K-R.6)
    • Classify and sort (K-R.7)
    • Sort shapes into a Venn diagram (K-R.10)

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

    • Which picture graph is correct? (K-S.1)
    • Create picture graphs (K)

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

    • Classify, sort, and count (K-R.8)
    • Interpret picture graphs (K-S.2)

9 Personal financial literacy

• 9 The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

  • A identify ways to earn income;

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

  • C list simple skills required for jobs; and

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