Alignment to Standards for TX
| Grade | Number | Standard |
|---|---|---|
| 1 | 111.13 (1.1) | uses whole numbers to describe and compare quantities. |
| 1 | 111.13 (1.2) (B) | is expected to use appropriate language to describe part of a set such as three out of the eight crayons are red. |
| 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 | 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) (5) (A) | classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture |
| 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 (2.4) | models multiplication and division. |
| 2 | 111.14 (2.11) (B) | is expected to draw conclusions and answer questions based on picture graphs and bar-type graphs. |
| 2 | 111.14 (2.4) (A) | is expected to model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined. |
| 2 | 111.14 (2.4) (B) | is expected to model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets. |
| 2 | 111.14 (2.5) (A) | is expected to find patterns in numbers such as in a 100s chart. |
| 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) (C) | ways living organisms depend on each other and on their environments such as food chains |
| 3 | 111.15 (3.4) | recognizes and solves problems in multiplication and division situations. |
| 3 | 111.15 (3.4) (A) | is expected to learn and apply multiplication facts through 12 by 12 using concrete models and objects. |
| 3 | 111.15 (3.4) (B) | is expected to solve and record multiplication problems (up to two digits times one digit). |
| 3 | 111.15 (3.6) (B) | is expected to identify patterns in multiplication facts using concrete objects, pictorial models, or technology. |
| 3 | 111.15 (3.6) (C) | is expected to identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 / 2 = 3, 6 / 3 = 2. |
| 3 | 111.15 (3.7) | uses lists, tables, and charts to express patterns and relationships. |
| 3 | 111.15 (3.7) (A) | is expected to generate a table of paired numbers based on a real-life situation such as insects and legs. |
| 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 | 111.16 (4.4) (B) | is expected to represent multiplication and division situations in picture, word, and number form. |
| 4 | 111.16 (4.6) | uses patterns in multiplication and division. |
| 4 | 111.16 (4.6) (A) | is expected to use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 / 9 = 9). |
| 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 | 112.11 (b) (10) | organisms resemble their parents and have structures and processes that help them survive within their environments. |
| K | 112.11 (b) (10) (A) | sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape |
| 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. (I) | identifies similarities and differences among objects and organisms |
