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

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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(6)(B)
identify examples of and uses for natural resources in the community, state, and nation; and
1(6)(B)
distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
1(6)(C)
determine what words mean from how they are used in a sentence, either heard or read;
1(6)(C)
describe the change in the location of an object such as closer to, nearer to, and farther from; and
1(6)(C)
identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location.
1(6)(C)
create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
1(6)(D)
identify and sort words into conceptual categories (e.g., opposites, living things); and
1(6)(D)
demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.
1(6)(D)
identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

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(6)(E)
alphabetize a series of words to the first or second letter and use a dictionary to find words.
1(6)(E)
identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

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(6)(F)
compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
1(6)(G)
partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
1(6)(H)
identify examples and non-examples of halves and fourths
1(7)(A)
connect the meaning of a well-known story or fable to personal experiences; and
1(7)(A)
observe, compare, describe, and sort components of soil by size, texture, and color;

Soil

  • Resource ID: R4SCI0026
  • Grade Range: 1
  • Subject: Science

A Tier 1 earth science instructional resource for grade 1.

1(7)(A)
describe ways that families meet basic human needs; and
1(7)(A)
use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

Building to Measurement with a Ruler

  • Resource ID: T2T05
  • Grade Range: 2–5
  • Subject: Math

Building to Measurement with a Ruler

1(7)(B)
explain the function of recurring phrases (e.g., 'Once upon a time' or 'They lived happily ever after') in traditional folk- and fairy tales.
1(7)(B)
identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and
1(7)(B)
describe similarities and differences in ways families meet basic human needs.
1(7)(B)
illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other

Building to Measurement with a Ruler

  • Resource ID: T2T05
  • Grade Range: 2–5
  • Subject: Math

Building to Measurement with a Ruler

1(7)(C)
gather evidence of how rocks, soil, and water help to make useful products.
1(7)(C)
measure the same object/distance with units of two different lengths and describe how and why the measurements differ

Building to Measurement with a Ruler

  • Resource ID: T2T05
  • Grade Range: 2–5
  • Subject: Math

Building to Measurement with a Ruler

1(7)(D)
describe a length to the nearest whole unit using a number and a unit

Building to Measurement with a Ruler

  • Resource ID: T2T05
  • Grade Range: 2–5
  • Subject: Math

Building to Measurement with a Ruler

1(7)(E)
tell time to the hour and half hour using analog and digital clocks

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(8)
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.
1(8)(A)
record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
1(8)(A)
identify examples of goods and services in the home, school, and community;
1(8)(A)
collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
1(8)(B)
observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;
1(8)(B)
identify ways people exchange goods and services; and
1(8)(B)
use data to create picture and bar-type graphs
1(8)(C)
identify characteristics of the seasons of the year and day and night; and
1(8)(C)
identify the role of markets in the exchange of goods and services.
1(8)(C)
draw conclusions and generate and answer questions using information from picture and bar-type graphs
1(8)(D)
demonstrate that air is all around us and observe that wind is moving air.
1(9)(A)
describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and
1(9)(A)
sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring;
1(9)(A)
identify examples of people wanting more than they can have;
1(9)(A)
define money earned as income
1(9)(B)
describe characters in a story and the reasons for their actions and feelings.
1(9)(B)
analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and
1(9)(B)
explain why wanting more than they can have requires that people make choices; and
1(9)(B)
identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
1(9)(C)
gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.

Energy Transfer Through Food Chains

  • Resource ID: R4SCI0019
  • Grade Range: 1
  • Subject: Science

A Tier I life science instructional resource for grade 1.

1(9)(C)
identify examples of choices families make when buying goods and services.
1(9)(C)
distinguish between spending and saving
1(9)(D)
consider charitable giving
1(10)
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.