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

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(3)(B)
make predictions based on observable patterns; and
1(3)(B)
describe and measure calendar time by days, weeks, months, and years; and
1(3)(B)
use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
1(3)(C)
use common syllabication patterns to decode words, including:
1(3)(C)
describe what scientists do.
1(3)(C)
create a calendar and simple timeline.
1(3)(C)
compose 10 with two or more addends with and without concrete objects

### Making Ten is Easy as Pie!

• Lesson Study ID: TXLS021
• Subject: Math

Students will practice composing 10 by interacting with a counting story, playing a dice game with ten frames and response sheets, and participating in a small group to extend the learning with three addends.

### K–2 Diagnostic Assessments

• Resource ID: MATH_RA_K2
• 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(3)(C)(i)
use common syllabication patterns to decode words, including: closed syllable (CVC) (e.g., mat, rab-bit);
1(3)(C)(ii)
use common syllabication patterns to decode words, including: open syllable (CV) (e.g., he, ba-by);
1(3)(C)(iii)
use common syllabication patterns to decode words, including: final stable syllable (e.g., ap-ple, a-ble);
1(3)(C)(iv)
use common syllabication patterns to decode words, including: vowel-consonant-silent 'e' words (VCe) (e.g., kite, hide);
1(3)(C)(v)
use common syllabication patterns to decode words, including: vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
1(3)(C)(vi)
use common syllabication patterns to decode words, including: r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or;
1(3)(D)
decode words with common spelling patterns (e.g., -ink, -onk, -ick);
1(3)(D)
apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

• Resource ID: T2T02
• Subject: Math

1(3)(E)
read base words with inflectional endings (e.g., plurals, past tenses);
1(3)(E)
explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

• Resource ID: T2T02
• Subject: Math

1(3)(F)
use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);
1(3)(F)
generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
1(3)(G)
identify and read contractions (e.g., isn't, can't);
1(3)(H)
identify and read at least 100 high-frequency words from a commonly used list; and
1(3)(I)
monitor accuracy of decoding.
1(4)(A)
confirm predictions about what will happen next in text by 'reading the part that tells';
1(4)(A)
collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and
1(4)(A)
locate places using the four cardinal directions; and
1(4)(A)
identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
1(4)(B)
ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and
1(4)(B)
measure and compare organisms and objects using non-standard units.
1(4)(B)
describe the location of self and objects relative to other locations in the classroom and school.
1(4)(B)
write a number with the cent symbol to describe the value of a coin
1(4)(C)
establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
1(4)(C)
use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

### K–2 Diagnostic Assessments

• Resource ID: MATH_RA_K2
• 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(5)
Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
1(5)(A)
classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and
1(5)(A)
create and use simple maps such as maps of the home, classroom, school, and community; and
1(5)(A)
recite numbers forward and backward from any given number between 1 and 120
1(5)(B)
predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.
1(5)(B)
locate the community, Texas, and the United States on maps and globes.
1(5)(B)
skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

### K–2 Diagnostic Assessments

• Resource ID: MATH_RA_K2
• 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(5)(C)
use relationships to determine the number that is 10 more and 10 less than a given number up to 120
1(5)(D)
represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

• Resource ID: T2T02
• Subject: Math

1(5)(E)
understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
1(5)(F)
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
1(5)(G)
apply properties of operations to add and subtract two or three numbers

### Making Ten and Applying Properties of Operations

• Resource ID: TEKS12_MATH_01_001
• Subject: Math

In these activities students will explore and identify patterns in related addition and subtractions number sentences.

1(6)(A)
identify words that name actions (verbs) and words that name persons, places, or things (nouns);
1(6)(A)
identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;

### Energy in Everyday Life

• Resource ID: K4SCI001
• Subject: Science

This resource provides sample activities for teachers to use in helping students to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life.

1(6)(A)
identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather;
1(6)(A)
classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

### K–2 Diagnostic Assessments

• Resource ID: MATH_RA_K2
• 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)(B)
determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);
1(6)(B)
predict and describe how a magnet can be used to push or pull an object;

### Magnets Push and Pull

• Resource ID: R4SCI0049