Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 111 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS › Subchapter A - ELEMENTARY › Section 111.2 - Kindergarten, Adopted 2012

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The desire to achieve
				  educational excellence is the driving force behind the Texas essential
				  knowledge and skills for mathematics, guided by the college and career
				  readiness standards. By embedding statistics, probability, and finance, while
				  focusing on computational thinking, mathematical fluency, and solid
				  understanding, Texas will lead the way in mathematics education and prepare all
				  Texas students for the challenges they will face in the 21st century.
(2) The process standards describe ways in
				  which students are expected to engage in the content. The placement of the
				  process standards at the beginning of the knowledge and skills listed for each
				  grade and course is intentional. The process standards weave the other
				  knowledge and skills together so that students may be successful problem
				  solvers and use mathematics efficiently and effectively in daily life. The
				  process standards are integrated at every grade level and course. When
				  possible, students will apply mathematics to problems arising in everyday life,
				  society, and the workplace. Students will 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. Students will
				  select appropriate tools such as real objects, manipulatives, algorithms, paper
				  and pencil, and technology and techniques such as mental math, estimation,
				  number sense, and generalization and abstraction to solve problems. Students
				  will effectively communicate mathematical ideas, reasoning, and their
				  implications using multiple representations such as symbols, diagrams, graphs,
				  computer programs, and language. Students will use mathematical relationships
				  to generate solutions and make connections and predictions. Students will
				  analyze mathematical relationships to connect and communicate mathematical
				  ideas. Students will display, explain, or justify mathematical ideas and
				  arguments using precise mathematical language in written or oral
				  communication.
(3) For students to
				  become fluent in mathematics, students must develop a robust sense of number.
				  The National Research Council's report, "Adding It Up," defines procedural
				  fluency as "skill in carrying out procedures flexibly, accurately, efficiently,
				  and appropriately." As students develop procedural fluency, they must also
				  realize that true problem solving may take time, effort, and perseverance.
				  Students in Kindergarten are expected to perform their work without the use of
				  calculators.
(4) The primary focal
				  areas in Kindergarten are understanding counting and cardinality, understanding
				  addition as joining and subtraction as separating, and comparing objects by
				  measurable attributes.
(A) Students develop
				  number and operations through several fundamental concepts. Students know
				  number names and the counting sequence. Counting and cardinality lay a solid
				  foundation for number. Students apply the principles of counting to make the
				  connection between numbers and quantities.
(B) Students use meanings of numbers to
				  create strategies for solving problems and responding to practical situations
				  involving addition and subtraction.
(C) Students identify characteristics of
				  objects that can be measured and directly compare objects according to these
				  measurable attributes.
(5) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.