Alignment to Standards for TX
| Grade | Number | Standard |
|---|---|---|
| 1 | 111.13 (1.1) | uses whole numbers to describe and compare quantities. |
| 1 | 111.13 (1.3) | recognizes and solves problems in addition and subtraction situations. |
| 1 | 111.13 (1.5) | recognizes patterns in numbers and operations. |
| 1 | 111.13 (1.5) (B) | is expected to find patterns in numbers, including odd and even. |
| 1 | 111.13 (1.5) (C) | is expected to compare and order whole numbers using place value. |
| 1 | 111.13 (1.5) (D) | is expected to use patterns to develop strategies to solve basic addition and basic subtraction problems. |
| 1 | 111.13 (1.5) (E) | identify patterns in related addition and subtraction sentences (fact families for sums to 18) |
| 1 | 112.12 (b) (10) | organisms resemble their parents and have structures and processes that help them survive within their environments. |
| 1 | 112.12 (b) (10) (A) | external characteristics of an animal are related to where it lives, how it moves, and what it eats |
| 1 | 112.12 (b) (10) (C) | compare ways that young animals resemble their parents |
| 1 | 112.12 (b) (10) (D) | observe and record life cycles of animals such as a chicken, frog, or fish. |
| 1 | 112.12 (b) (9) | the living environment is composed of relationships between organisms and the life cycles that occur. |
| 1 | 112.12 (b) (9) (C) | interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter. |
| 2 | 111.14 (2.5) | uses patterns in numbers and operations. |
| 2 | 111.14 (2.5) (A) | is expected to find patterns in numbers such as in a 100s chart. |
| 2 | 111.14 (2.5) (C) | is expected to use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 - 8 |
| 2 | 112.13. (b) (10) (A) | compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water |
| 2 | 112.13. (b) (10) (C) | investigate and record some of the unique stages that insects undergo during their life cycle. |
| 2 | 112.13. (b) (9) | living organisms have basic needs that must be met for them to survive within their environment. |
| 2 | 112.13. (b) (9) (A) | identify the basic needs of plants and animals |
| 2 | 112.13. (b) (9) (C) | ways living organisms depend on each other and on their environments such as food chains |
| 3 | 111.15 (3.3) (A) | is expected to model addition and subtraction using pictures, words, and numbers. |
| 3 | 111.15 (3.7) | uses lists, tables, and charts to express patterns and relationships. |
| 3 | 112.14. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environments. |
| 3 | 112.14. (b) (10) (A) | explore how structures and functions of plants and animals allow them to survive in a particular environment |
| 3 | 112.14. (b) (10) (B) | some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food |
| 3 | 112.14. (b) (10) (C) | how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs. |
| 3 | 112.14. (b) (9) | organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. |
| 4 | 112.15. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environment. |
| 4 | 112.15. (b) (10) (C) | explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans. |
| 5 | 112.16. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environments. |
| 5 | 112.16. (b) (10) (B) | differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle |
| 5 | 112.16. (b) (10) (C) | describe the differences between complete and incomplete metamorphosis of insects. |
| 5 | 112.16. (b) (9) | there are relationships, systems, and cycles within environments. |
| K | 111.12 (K.1) | uses numbers to name quantities. |
| K | 111.12 (K.1) (A) | is expected to use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects. |
| K | 111.12 (K.2) (B) | is expected to name the ordinal positions in a sequence such as first, second, third, etc. |
| K | 111.12 (K.4) | models addition (joining) and subtraction (separating). |
| K | 111.12 (K.5) | identifies, extends, and creates patterns. |
| K | 111.12 (K.5) (A) | is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects. |
| K | 112.11 (b) (10) | organisms resemble their parents and have structures and processes that help them survive within their environments. |
| K | 112.11 (b) (9) | plants and animals have basic needs and depend on the living and nonliving things around them for survival. |
| K | 112.11 (b) (9) (B) | examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. |
| PK | PK.1. (B) | counts by ones to 10 or higher |
| PK | PK.1. (C) | counts concrete objects to five or higher |
| PK | PK.1. (D) | begins to compare the numbers of concrete objects using language (e.g., ''same'' or ''equal,'' ''one more,'' ''more than,'' or ''less than'') |
| PK | PK.1. (E) | begins to name ''how many'' are in a group of up to three (or more) objects without counting (e.g., recognizing two or three crayons in a box) |
| PK | PK.1. (J) | compares objects and organisms and identifies similarities and differences |
| PK | PK.1. (K) | sorts objects and organisms into groups and begins to describe how groups were organized |
| PK | PK.2. (B) | describes properties of objects and characteristics of living things |
| PK | PK.2. (B) | recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, blue, yellow, blue, blue) |
| PK | PK.2. (F) | begins to recognize that living things have similar needs for water, food, and air |
| PK | PK.2. (H) | uses patterns (such as growth and day following night to predict what happens next) |
| PK | PK.2. (I) | identifies similarities and differences among objects and organisms |
