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

use relationships to determine the number that is 10 more and 10 less than a given number up to 120;

describe ways that families meet basic human needs; and

describe similarities and differences in ways families meet basic human needs.

create written, oral, and visual presentations of economic information using effective communication skills, including proper citations and avoiding plagiarism.

adjectives, including articles;

Child uses objects to demonstrate that taking away one or more objects from a set will decrease the number of objects in the set.

represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

Economics. The student understands the concepts of goods and services. The student is expected to:

prepositions;

Child understands that taking away one or more objects from a set will decrease the number of objects in the set.

understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

identify examples of goods and services in the home, school, and community;

pronouns, including subjective, objective, and possessive cases;

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; and

identify ways people exchange goods and services; and

Geometry and Spatial Sense

capitalization of the first letter in a sentence and name;

apply properties of operations to add and subtract two or three numbers.

identify the role of markets in the exchange of goods and services.

Child names and describes common 2D shapes.

punctuation marks at the end of declarative sentences; and

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:

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;

Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

Child attempts to create shapes using materials and/or manipulatives.

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

share writing.

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;

identify examples of people wanting more than they can have;

Child begins to use language to describe position of objects.

Child recognizes common shapes, regardless of size.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;

explain why wanting more than they can have requires that people make choices; and

identify examples of choices families make when buying goods and services.

dictate or compose literary texts, including personal narratives; and

Measurement

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;

Economics. The student understands the value of work. The student is expected to:

dictate or compose informational texts.

Child understands that lengths of objects can vary and be compared.

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;

History. The student understands traditional historical points of reference in Texas history. The student is expected to:

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

describe the components of various jobs and the characteristics of a job well performed; and

Child begins to recognize capacity based on how much space exists within an object.

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas; and

explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.