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

singular and plural nouns;

Joining and Separating

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

identify complex patterns and make predictions based on the pattern;

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;

analyze a plan with adult assistance that outlines the steps needed to complete a task; and

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.

create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.

Computational thinking--applications. The student, with guidance from an educator, applies the fundamentals of computer science. The student is expected to:

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 and explore what a variable is in a sequence of code; 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.

use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology.

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;

Creativity and innovation--innovative design process. The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies. The student is expected to:

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;

demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully; and

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;

apply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.

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;