1st Grade - Revised Teks Quick Reference Guide

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Grade

Revised TEKS Quick Reference Guide

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Mathematical process standards:  

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applying mathematics to problems arising in everyday life, society, and the workplace

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using 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

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selecting tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math,

estimation, and number sense as appropriate, to solve problems

 

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communicating mathematical ideas, reasoning, and their implications using multiple representations

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creating and using representations to organize, record, and communicate mathematical ideas

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analyzing mathematical relationships to connect and communicate mathematical ideas

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displaying, explaining, and justifying mathematical ideas and arguments using precise mathematical language in written or oral communication 

 

 

Geometry and Measurement.

Number and Operations.

The student uses mathematical

The student uses mathematical

processes to acquire and demonstrate mathematical understanding.

processes to acquire and demonstrate mathematical understanding.

Description

TEKS

Description

TEKS

1.2A

recognize instantly the quantity of structured arrangements

classify and sort regular and irregular two-dimensional shapes

1.6 A

1.2 B

use concrete and pictorial models to compose and decompose

based on attributes using informal geometric language

numbers up to 120 in more than one way as so many

distinguish between attributes that define a two-dimensional or

hundreds, so many tens, and so many ones

1.6 B

1.2C

three-dimensional figure and attributes that do not define the

use objects, pictures, and expanded and standard forms to

shape;

represent numbers up to 120

create two-dimensional figures, including circles, triangles,

1.2D

1.6 C

generate a number that is greater than or less than a given

rectangles, and squares, as special rectangles, rhombuses,

whole number up to 120

and hexagons

1.2 E

identify two-dimensional shapes, including circles, triangles,

use place value to compare whole numbers up to 120 using

rectangles, and squares, as special rectangles, rhombuses,

comparative language

1.6 D

and hexagons and describe their attributes using formal

1.2 F

order whole numbers up to 120 using place value and open

geometric language

number lines

identify three-dimensional solids, including spheres, cones,

1.2G

represent the comparison of two numbers to 100 using the

cylinders, rectangular prisms (including cubes), and triangular

1.6E

symbols >, <, or =

prisms, and describe their attributes using formal geometric

1.3A

use concrete and pictorial models to determine the sum of a

language

multiple of 10 and a one-digit number in problems up to 99

compose two-dimensional shapes by joining two, three, or four

1.3B

use objects and pictorial models to solve word problems

1.6F

figures to produce a target shape in more than one way if

involving joining, separating, and comparing sets within 20 and

possible

unknowns as an one of the terms in the problem such as 2 + 4

= [ ]; 3 + [ ] = 7; and 5 = [ ] – 3

partition two-dimensional figures into two and four fair shares

1.6G

1.3C

compose 10 with two or more addends with and without

or equal parts and describe the parts using words

concrete objects

1.6H

identify examples and non-examples of halves and fourths

1.3D

apply basic fact strategies to add and subtract within 20,

use measuring tools to measure the length of objects to

including making 10 and decomposing a number leading to a

1.7A

reinforce the continuous nature of linear measurement

10

1.3E

explain strategies used to solve addition and subtraction

illustrate that the length of an object is the number of same-

1.7B

problems up to 20 using spoken words, objects, pictorial

size units of length that, when laid end-to-end with no gaps or

models, and number sentences

overlaps, reach from one end of the object to the other

1.3F

generate and solve problem situations when given a number

describe a length to the nearest whole unit using a number and

1.7C

sentence involving addition or subtraction of numbers within 20

a unit

1.4A

identify U.S. coins, including pennies, nickels, dimes, and

describe a length to the nearest whole unit using a number and

1.7D

quarters, by value and describe the relationships among them

a unit

1.4B

write a number with the cent symbol to describe the value of a

tell time to the hour and half hour using analog and digital

coin

1.7E

1.4C

clocks

use relationships to count by twos, fives, and tens to determine

Data Analysis.

the value of a collection of pennies, nickels, and/or dimes

The student uses mathematical processes to

acquire and demonstrate mathematical understanding.

Algebraic Reasoning.

The student uses mathematical processes

to acquire and demonstrate mathematical understanding.

TEKS

Description

TEKS

Description

collect, sort, and organize data in up to three categories using

1.8A

1.5A

models/representations such as tally marks or T-charts

recite numbers forward and backward from any given number

between 1 and 120

1.8B

use data to create picture and bar-type graphs

1.5B

skip count by twos, fives, and tens to determine the total

draw conclusions and generate and answer questions using

1.8C

number of objects up to 120 in a set

information from picture and bar-type graphs

1.5C

use relationships to determine the number that is 10 more and

Personal Financial Literary.

The student uses mathematical

10 less than a given number up to 120

processes to acquire and demonstrate mathematical understanding.

1.5D

represent word problems involving addition and subtraction of

TEKS

Description

whole numbers up to 20 using concrete and pictorial models

and number sentences

1.9A

define money earned as income

1.5E

understand that the equal sign represents a relationship where

expressions on each side of the equal sign represent the same

identify income as a means of obtaining goods and services,

1.9B

value(s)

oftentimes making choices between wants and needs

1.5F

determine the unknown whole number in an addition or

1.9C

distinguish between spending and saving

subtraction equation when the unknown may be any one of the

1.9D

three or four terms in the equation

consider charitable giving

1.5G

Note: All TEKS will be faded into Supporting or Readiness Standards

apply properties of operations to add and subtract two or three

in grades 3-5.

numbers

                                                                                                                                                                             

2012 New Math TEKS Grade 1