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 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
1.5A 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 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 1.5 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: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS
1.3A model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences 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 1.5 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: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS
1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s) 2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem 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 2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem 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 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: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS
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 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 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 1.6 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: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd TEKS two-
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 approximate standard units of length and use them to measure length 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 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 identify concrete models that approximate standard of length and use them to measure length 2.9A find the length of objects using concrete models for standard units of length 1.7D describe a length to the nearest unit using a number and a unit 2.9A identify concrete models that approximate standard of length and use them to measure length 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 2.9A identify concrete models that approximate standard units of length and use them to measure length 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 times shown on analog and digital clocks using icrements 2.9G read and 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 problems. The student is expected to: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS
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 questions on picture graphs and graphs 2.10B organize a collection of data with up to four categories pictographs and bar graphs with intervals of one or more 1.10A draw conclusions and answer questions using information organized in 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 questions based on picture graphs and graphs 2.10D draw conclusions and make predictions from information in a graph