# Categories

# Texas Essential Knowledge and Skills for Mathematics 2012

** Addition Unplugged / Suma cantando**

**111.3b. 3**Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:

**(A) **use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.

**(B)** use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3.

**(C)** compose 10 with two or more addends with and without concrete objects.

**(D) **apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.

**(E) **explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.

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

**111.5**b. 4.

**(G)**use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

111.13

b. 3. **(A) **model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.

111.13

b. 8. **(B) **read time to the hour and half-hour using analog and digital clocks.

111.14

b. 8.

Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line.

111.3

b. 4.

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:

**(A) **identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.

**(B) **write a number with the cent symbol to describe the value of a coin.

111.12

b. 11.

Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to:

**C) **read a calendar using days, weeks, and months.

111.15

b. 13.

Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

**(A) **collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data.

**(B) **interpret information from pictographs and bar graphs.

111.16

b. 12.

Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:

**(A) **use a thermometer to measure temperature and changes in temperature.

111.2

b. 6.

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:

**(A) **identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.

** Subtraction Unplugged / Resta cantando**

**111.3b. 3.**Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:

**(A) **use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.

**(B)** use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3.

**(C)** compose 10 with two or more addends with and without concrete objects.

**(D) **apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.

**(E) **explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.

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

**111.12**

**b. 2.**

Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:

**(A) **use language such as before or after to describe relative position in a sequence of events or objects.

**111.12**b. 11.

Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to:

**(C) **read a calendar using days, weeks, and months.

**111.6**b. 3.

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.

**111.4**b. 8.

**(C)**classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.

**111.12**

**b.**

**(A)**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.

**111.12**b. 2.

Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:

**(A) **use language such as before or after to describe relative position in a sequence of events or objects.

**(B) **name the ordinal positions in a sequence such as first, second, third, etc.

**111.12**b. 10.

**(E)**compare situations or objects according to relative temperature (hotter/colder than, or the same as).

**111.4**b. 8.

**(C)**classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.

**111.3.**b. 4.

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:

**(A) **identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.

Multiplication Unplugged / Multiplica cantando

**111.5**

**b. 4.**

**(D)**determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.

**111.15**

**b. 11.**

**(B)**use standard units to find the perimeter of a shape.

**111.5**

**b. 4.**

**(C)**determine the value of a collection of coins and bills.

**111.13**

**b. 8.**

**(B)**read time to the hour and half-hour using analog and digital clocks.

**111.15**

**b. 11.**

Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to:

**(F) **use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.

** Division Unplugged / Divide cantando**

111.5

111.5

**b. 4.**

**(J)**determine a quotient using the relationship between multiplication and division.

**111.4.**

**b. 6.**

**(B)**model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

**111.5**

**b. 4.**

**(J)**determine a quotient using the relationship between multiplication and division.

**111.15**

**b. 11.**

**(B)**use standard units to find the perimeter of a shape.

**111.13**

**b. 8.**

Measurement. The student understands that time can be measured. The student uses time to describe and compare situations. The student is expected to:

**(B) **read time to the hour and half-hour using analog and digital clocks.