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TEKS |
111.2. |
Kindergarten, Adopted 2012 |
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STUDENT EXPECTATION |
111.2.b.1. |
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.1.A. |
Apply mathematics to problems in everyday life, society, and the workplace.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.B. |
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.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.C. |
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.D. |
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.E. |
Create and use representations to organize, record, and communicate mathematical ideas.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.F. |
Analyze mathematical relationships to connect and communicate mathematical ideas.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.1.G. |
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.2. |
Number and operations. 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. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.2.A. |
Count forward and backward to at least 20 with and without objects.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.B. |
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.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.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.D. |
Recognize instantly the quantity of a small group of objects in organized and random arrangements. |
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GRADE LEVEL EXPECTATION |
111.2.b.2.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. |
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GRADE LEVEL EXPECTATION |
111.2.b.2.F. |
Generate a number that is one more than or one less than another number up to at least 20.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.G. |
Compare sets of objects up to at least 20 in each set using comparative language.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.H. |
Use comparative language to describe two numbers up to 20 presented as written numerals.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.2.I. |
Compose and decompose numbers up to 10 with objects and pictures.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.3. |
Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.3.A. |
Model the action of joining to represent addition and the action of separating to represent subtraction.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.3.B. |
Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.3.C. |
Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.4. |
Number and operations. 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.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.5. |
Algebraic reasoning. 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.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.6. |
Geometry and measurement. 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: |
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GRADE LEVEL EXPECTATION |
111.2.b.6.A. |
Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.6.B. |
Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world. |
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GRADE LEVEL EXPECTATION |
111.2.b.6.C. |
Identify two-dimensional components of three-dimensional objects. |
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GRADE LEVEL EXPECTATION |
111.2.b.6.D. |
Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.6.E. |
Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.6.F. |
Create two-dimensional shapes using a variety of materials and drawings.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.7. |
Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.7.A. |
Give an example of a measurable attribute of a given object, including length, capacity, and weight. |
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GRADE LEVEL EXPECTATION |
111.2.b.7.B. |
Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
(materials correlated to this standard)
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STUDENT EXPECTATION |
111.2.b.8. |
Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.8.A. |
Collect, sort, and organize data into two or three categories.
(materials correlated to this standard)
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GRADE LEVEL EXPECTATION |
111.2.b.8.B. |
Use data to create real-object and picture graphs. |
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GRADE LEVEL EXPECTATION |
111.2.b.8.C. |
Draw conclusions from real-object and picture graphs. |
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STUDENT EXPECTATION |
111.2.b.9. |
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: |
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GRADE LEVEL EXPECTATION |
111.2.b.9.A. |
Identify ways to earn income. |
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GRADE LEVEL EXPECTATION |
111.2.b.9.B. |
Differentiate between money received as income and money received as gifts. |
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GRADE LEVEL EXPECTATION |
111.2.b.9.C. |
List simple skills required for jobs. |
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GRADE LEVEL EXPECTATION |
111.2.b.9.D. |
Distinguish between wants and needs and identify income as a source to meet one's wants and needs. |