Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 111 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS › Subchapter A - ELEMENTARY › Section 111.3 - Grade 1, 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 Grade 1 are expected to perform their work without the use of
				  calculators.
(4) The primary focal
				  areas in Grade 1 are understanding and applying place value, solving problems
				  involving addition and subtraction, and composing and decomposing
				  two-dimensional shapes and three-dimensional solids.
(A) Students use relationships within the
				  numeration system to understand the sequential order of the counting numbers
				  and their relative magnitude.
(B)
				  Students extend their use of addition and subtraction beyond the actions of
				  joining and separating to include comparing and combining. Students use
				  properties of operations and the relationship between addition and subtraction
				  to solve problems. By comparing a variety of solution strategies, students use
				  efficient, accurate, and generalizable methods to perform operations.
(C) Students use basic shapes and spatial
				  reasoning to model objects in their environment and construct more complex
				  shapes. Students are able to identify, name, and describe basic two-dimensional
				  shapes and three-dimensional solids.
(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.