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

explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and

analyze and compare student loan options, including private and federal loans; and

Child rote counts from 1 to 10.

describe the location of self and objects relative to other locations in the classroom and school.

incorporate main and supporting ideas in verbal and written communication based on research;

listen to and experience first- and third-person texts.

generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

research and evaluate various work-study program opportunities.

Child counts up to 5 objects with one-to-one correspondence.

Geography. The student understands the purpose of maps and globes. The student is expected to:

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

create and use simple maps such as maps of the home, classroom, school, and community; and

express ideas orally based on research and experiences;

Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions. The student is expected to:

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

Child counts up to 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

locate the community, Texas, and the United States on maps and globes.

plan by generating ideas for writing through class discussions and drawings;

create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; and

analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;

Child instantly recognizes the quantity of up to 3 objects without   counting (subitizes).

Geography. The student understands various physical and human characteristics. The student is expected to:

develop drafts in oral, pictorial, or written form by organizing ideas;

use effective written communication skills, including proper citations to avoid plagiarism.

create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues;

write a number with the cent symbol to describe the value of a coin; and

Child recognizes numerals 0-5.

identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather;

revise drafts by adding details in pictures or words;

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.

explain a point of view on an economic issue;

use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

Child represents quantities up to 5.

identify examples of and uses for natural resources in the community, state, and nation; and

edit drafts with adult assistance using standard English conventions, including:

analyze and evaluate the validity of economic information from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:

evaluate economic data using charts, tables, graphs, and maps.

recite numbers forward and backward from any given number between 1 and 120;

Child compares sets of objects up to 5 using comparative language (e.g., more than, less than, same number of).

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location.

complete sentences;

verbs;

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Economics. The student understands how families meet basic human needs. The student is expected to:

use social studies terminology correctly; and