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. |
| 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 |
| 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. |
| 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.4) | models addition (joining) and subtraction (separating). |
| K | 111.12 (K.4) (A) | is expected to model and create addition and subtraction problems in real situations with concrete objects. |
| 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. |
| 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.2. (B) | recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, blue, yellow, blue, blue) |
