Find resources aligned to Texas Essential Knowledge and Skills (TEKS)

 Please wait…
 Please wait…

About Standards

Standards explanation. Given a situation that can be modeled by a quadratic function or the graph of a quadratic function the student will determine the domain.

TEKS Number
Student Expectation
1(1)(A)
recognize that spoken words are represented in written English by specific sequences of letters;
1(1)(A)
recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
1(1)(A)
describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
1(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace
1(1)(B)
identify upper- and lower-case letters;
1(1)(B)
recognize the importance of safe practices to keep self and others safe and healthy; and
1(1)(B)
compare the observance of holidays and celebrations, past and present.
1(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
1(1)(C)
sequence the letters of the alphabet;
1(1)(C)
identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
1(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
1(1)(D)
recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
1(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
1(1)(E)
read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and
1(1)(E)
create and use representations to organize, record, and communicate mathematical ideas
1(1)(F)
identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).
1(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas
1(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
1(2)(A)
orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);
1(2)(A)
ask questions about organisms, objects, and events observed in the natural world;
1(2)(A)
identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
1(2)(A)
recognize instantly the quantity of structured arrangements
1(2)(B)
distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
1(2)(B)
plan and conduct simple descriptive investigations such as ways objects move;
1(2)(B)
identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; and
1(2)(B)
use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

K–2 Diagnostic Assessments

  • Resource ID: MATH_RA_K2
  • Grade Range: K–2
  • Subject: Math
This resource provides two types of diagnostic tools available to K–2 math teachers: a rapid assessment tool and a flexible interview assessment.
1(2)(C)
recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/);
1(2)(C)
collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;
1(2)(C)
compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation.
1(2)(C)
use objects, pictures, and expanded and standard forms to represent numbers up to 120

K–2 Diagnostic Assessments

  • Resource ID: MATH_RA_K2
  • Grade Range: K–2
  • Subject: Math
This resource provides two types of diagnostic tools available to K–2 math teachers: a rapid assessment tool and a flexible interview assessment.
1(2)(D)
blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
1(2)(D)
record and organize data using pictures, numbers, and words; and
1(2)(D)
generate a number that is greater than or less than a given whole number up to 120
1(2)(E)
isolate initial, medial, and final sounds in one-syllable spoken words; and
1(2)(E)
communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
1(2)(E)
use place value to compare whole numbers up to 120 using comparative language

K–2 Diagnostic Assessments

  • Resource ID: MATH_RA_K2_new
  • Grade Range: K–2
  • Subject: Math
This resource provides two types of diagnostic tools available to K–2 math teachers: a rapid assessment tool and a flexible interview assessment.

K–2 Diagnostic Assessments

  • Resource ID: MATH_RA_K2
  • Grade Range: K–2
  • Subject: Math
This resource provides two types of diagnostic tools available to K–2 math teachers: a rapid assessment tool and a flexible interview assessment.
1(2)(F)
segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).
1(2)(F)
order whole numbers up to 120 using place value and open number lines

K–2 Diagnostic Assessments

  • Resource ID: MATH_RA_K2
  • Grade Range: K–2
  • Subject: Math
This resource provides two types of diagnostic tools available to K–2 math teachers: a rapid assessment tool and a flexible interview assessment.
1(2)(G)
represent the comparison of two numbers to 100 using the symbols >,
1(3)(A)
decode words in context and in isolation by applying common letter-sound correspondences, including:
1(3)(A)
identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;
1(3)(A)
distinguish among past, present, and future;
1(3)(A)
use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
1(3)(A)(i)
decode words in context and in isolation by applying common letter-sound correspondences, including: single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
1(3)(A)(ii)
decode words in context and in isolation by applying common letter-sound correspondences, including: single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
1(3)(A)(iii)
decode words in context and in isolation by applying common letter-sound correspondences, including: consonant blends (e.g., bl, st);
1(3)(A)(iv)
decode words in context and in isolation by applying common letter-sound correspondences, including: consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
1(3)(A)(v)
decode words in context and in isolation by applying common letter-sound correspondences, including: vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
1(3)(A)(vi)
decode words in context and in isolation by applying common letter-sound correspondences, including: vowel diphthongs including oy, oi, ou, and ow;
1(3)(B)
combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;