TEKS Student Expectations
MATHEMATICS
Number, operation, and
quantitative reasoning.
The student uses numbers to name quantities. The student is expected to:
(K.1) (A) Kindergarten: use one-to-one correspondence and language such as more than, same number as, or two less to describe relative sizes of sets of concrete objects
(1.1) (A) First grade: compare whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models
Second grade: compare whole numbers up to 999 (less than, greater than, or equal to) using sets of concrete objects and pictorial models
Third grade: compare whole numbers up to 9,999 (less than, greater than, or equal to) using sets of concrete objects and pictorial models
use place value to describe, compare, and order whole
numbers using concrete models
(K.1) (B) Kindergarten: use sets of concrete objects to represent quantities given in verbal or written form (through 9) (DVISD expectation: use place value to create sets of tens and ones using concrete objects to describe, compare, and order whole numbers to 99)
(1.1) (B) First
grade:
use place value to create sets of tens and ones using concrete objects to
describe, compare, and order whole numbers (DVISD expectation: use place value to create sets of tens,
ones, and hundreds using concrete objects to describe, compare, and order whole
numbers)
Second grade:
(DVISD expectation: use
place value to create sets of tens, ones, hundreds, and thousands using concrete
objects to describe, compare, and order whole numbers)
use numbers to describe how many objects are in a
set
(K.1) (C) Kindergarten: use numbers to describe how many objects are in a set of 20
use place value to read, write (in symbols and words)
.
Kindergarten: (DVISD
expectation: use place value to
read, write (in symbols and words), and describe the value of whole numbers
through 999)
(1.1) (D) First
grade:
(DVISD expectation: use place value to read, write (in
symbols and words), and describe the value of whole numbers through 999 with the
ability to recognize up to 9,999)
(2.1)
Second grade:
(DVISD expectation: use
place value to read, write (in symbols and words), and describe the value of
whole numbers through 99,999)
(3.1) (A) Third
grade:
use place value to read, write (in symbols and words), and
describe the value of whole numbers through 999,999
(4.1) (A)
Fourth grade: use place value to
read and write whole numbers through the millions place
(5.1) (A)
Fifth grade:
use place value to read and write whole numbers through the
billions place
use place value to compare and order whole numbers
Kindergarten: (DVISD
expectation: use place value to
compare and order whole numbers through 99)
(1.1) (C) First
grade:
use words and numbers to describe the values of individual coins such as
penny, nickel, dime, and quarter and their relationship (DVISD
expectation: use place value to
compare and order whole numbers through 99 with the ability to recognize up to
999)
(2.1)
Second grade:
use place value to compare and order whole numbers through 999
and: use place value to compare
and order whole numbers through 9,999)
(3.1) (B) Third
grade:
use place value to compare and order whole numbers through
9,999 (DVISD expectation: use place value to compare and order
whole numbers through 999,999
(4.1) (A)
Fourth grade: use place value to
compare and order whole numbers through the millions place
(5.1) (A)
Fifth grade:
use place value to compare and order whole numbers through the
billions place
determine the value of a collection of coins and bills
Kindergarten: (DVISD
expectation: determine the value of a collection of coins (pennies, nickels,
dimes, and quarters)
(1.1) (C) First
grade:
use words and numbers to describe the values of individual coins such as
penny, nickel, dime, and quarter and their relationships (DVISD expectation:
determine the value of individual coins (pennies, nickels, dimes, and quarters)
and their relationships with half dollars and one dollar
bills)
(2.3) (C) Second
grade: determine
the value of a collections of coins less than one dollar (DVISD
expectation: determine the value of
a collection of coins and bills (pennies, nickels, dimes, quarters, half
dollars, and ones, fives, tens, and twenties dollar
bills)
(3.1) (C)
Third grade: determine
the value of a collection of coins and bills (pennies, nickels, dimes, quarters, half dollars,
and ones, fives, tens, and twenties, fifties, and one hundred dollar
bills)
Fourth grade: (DVISD
expectation: continue use of money to determine the value of a collection of
coins and bills)
Fifth grade: (DVISD expectation: continue use of money to relate decimals to real-life situations)
use place value to read, write, compare, and order decimals through the thousandths place
Second grade: (DVISD expectation:
read and write decimals through the tenths place)
Third grade:
(DVISD read and write decimals through the hundredths
place)
(4.1) (B) Fourth
grade:
use place value to read, write, compare, and order decimals involving
tenths and hundredths, including money, using concrete
models
(5.1) (B)
Fifth grade:
use place value to read, write, compare, and order decimals through
the thousandths place
compare and order non-negative rational numbers
Fourth grade: (DVISD
expectation: introduce non-negative rational numbers)
Fifth grade:
(DVISD expectation: compare and order non-negative rational numbersand
integers)
(6.1) (A)
Sixth grade: compare
and order positive rational numbers through models
(7.1) (A)
Seventh grade: compare and order positive
rational numbers
generate equivalent forms of rational numbers
Fifth grade:
(DVISD expectation: generate equivalent forms of rational numbers
including whole numbers, fractions, and decimals)
(6.1) (B)
Sixth grade:
generate equivalent forms of rational numbers including whole
numbers, fractions, and decimals
use integers to represent real-life situations
Fourth grade: (DVISD
expectation: introduce integers)
Fifth grade:
(DVISD expectation: use integers to represent real-life
situations)
(6.1) (C)
Sixth grade: use
integers to represent real-life situations (DVISD expectation: use models to add and subtract
integers)
write prime factorizations using exponents
Fifth grade:
(DVISD expectation: write prime factorizations using
exponents)
(6.1) (D)
Sixth grade:
write prime factorizations using exponents
identify factors and multiples including common factors and common multiples
Fifth grade:
(DVISD expectation: identify factors and multiples including common
factors and common multiples)
(6.1) (E) Sixth grade: identify factors and multiples including common factors and common multiples
convert between fractions, decimals, whole numbers, and percents mentally, on paper [or with a calculator]
Fifth grade:
(DVISD expectation: convert between fractions, decimals and whole
numbers mentally, on paper [or with a calculator])
Sixth grade:
(DVISD expectation: convert between fractions, decimals, whole
numbers, and percents mentally, on paper [or with a
calculator])
(7.1) (B) Seventh grade: convert between fractions, decimals, whole numbers, and percents mentally, on paper [or with a calculator]
represent squares and square roots using geometric models
Fifth grade:
(DVISD expectations: represent squares and square roots using
geometric models)
Sixth grade:
(DVISD expectations: represent squares and square roots using
geometric models)
(7.1) (C) Seventh grade: represent squares and square roots using geometric models
The student describes order of events or objects. The student is expected:
use
language to describe relative positions in a sequence of events or
objects
(K.2) (A) Kindergarten: use language such as before and after to describe relative positions in a sequence of events and objects
(K.2) (B) Kindergarten: name the ordinal positions in a sequence such as first, second, third, etc.
First grade:
(DVISD expectation: name the ordinal positions in a sequence through
10)
Second grade:
(DVISD expectation: name the ordinal positions in a sequence through
20)
The student recognizes that there are quantities less than a whole and uses pairs of whole numbers to describe the parts of whole describe fractional parts of whole objects or sets of objects. The student is expected to:
(K.3) (A) Kindergarten: share a whole by separating it into equal parts
(1.2) (A) First grade: share a whole by separating it into equal parts and uses appropriate language to describe the parts such as three out of four equal parts
Second grade: (DVISD expectation: share a whole by separating it into equal parts and uses appropriate language to describe fractional parts with denominators up to and including eighths)
(K.3) (B) Kindergarten: explain why a given part is half of the whole
(1.2) (B) First grade: use appropriate language to describe part of a set such as three out of eight crayons are red
use fraction
names and symbols to describe fractional parts of whole objects or sets of
objects
Kindergarten: (DVISD expectation: use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 2)
First grade:
(DVISD expectation: use fraction names and symbols to describe
fractional parts of whole objects or sets of objects with denominators of 2, 3,
and 4 with the ability to recognize sixths and eighths)
(2.2) (A)(B) Second grade: name fractional parts of a whole object or a set of objects (not to exceed twelfths) when given a concrete representation
(3.2) (C) Third
grade:
use fraction names and symbols to describe fractional parts of whole
objects or sets of objects with denominators of 12 or
less
Kindergarten: (DVISD expectation: construct concrete models of fractions to represent halves)
First grade:
(DVISD expectation: construct concrete models of fractions to
represent halves and fourths)
Second grade:
(DVISD expectation: construct concrete models of fractions to
represent halves, thirds, fourths, and sixths)
(3.2) (A) Third grade: construct concrete models of fractions
compare
fractional parts of whole objects or sets of objects in a problem situation
Kindergarten: (DVISD
expectation: compare fractional parts of whole objects or sets of objects in a
problem situation using [concrete] models (halves)
First grade:
(DVISD expectation: compare fractional parts of whole objects or sets
of objects in a problem situation using [concrete] models (halves, thirds and
fourths) with exposure to sixths and eighths)
Second grade:
(DVISD expectation: compare fractional parts of whole objects or sets of
objects in a problem situation using [concrete] models (halves, thirds, fourths,
sixths, eighths, and twelfths)
(3.2) (B) Third
grade:
compare fractional parts of whole objects or sets of objects in a
problem situation using [concrete] models (halves, thirds, fourths, sixths,
eighths, and twelfths)
(4.2) (C) Fourth
grade: compare and
order fractions using [concrete and] pictorial models
(5.2) (B) Fifth grade: compare two fractional quantities in problem solving situations using a variety of methods, including common denominators
generate
equivalent fractions using [concrete and] pictorial models
Second grade:
(DVISD expectation: identify equivalent fractions using halves and
fourths)
Third grade: (DVISD expectation: identify equivalent fractions using halves, thirds, fourths, sixths, and eighths)
(4.2) (A) Fourth
grade: generate
equivalent fractions using [concrete and] pictorial
models
(5.2) (A) Fifth
grade:
generate equivalent fractions
model fraction quantities greater than one using [concrete materials and] pictures
Third grade: (DVISD expectation: model fractional quantities of greater than one using [concrete materials and] pictures)
(4.2) (B) Fourth
grade: model
fractional quantities of greater than one using [concrete materials and]
pictures
compare
and order fractions using [concrete and] pictorial models
Second grade: (DVISD expectation: compare and order fractions using [concrete and] pictorial models using halves)
Third grade: (DVISD expectation: compare and order fractions using [concrete and] pictorial models using halves and fourths)
(4.2) (C) Fourth
grade: compare
and order fractions using [concrete and] pictorial models
compare two
fractional quantities in problem-solving situations using a variety of methods,
including common denominators
Fourth grade: (DVISD
expectation: compare two fractional quantities in problem-solving situations
using a variety of methods)
(5.2) (B) Fifth grade: compare two fractional quantities in problem-solving strategies using a variety of methods, including common denominators
relate
decimals to fractions using models
Second grade: (DVISD expectation: identify tenths)
Third grade: (DVISD expectation: identify tenths and hundredths)
(4.2) (D) Fourth
grade: relate
decimals to fractions that name tenths and hundredths using
models
(5.2) (C) Fifth
grade:
use models to relate decimals to fractions that name tenths,
hundredths, and thousandths
The student models addition, and subtraction, model and create addition and subtraction problems in real situations with concrete objects. The student is expected to:
model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences
(K.4) Kindergarten: model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences
(1.3) (A) First grade model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences
learn
and apply basic addition facts
Kindergarten: (DVISD expectation: learn and apply basic addition facts to 10)
(1.3) (B) First grade: learn and apply basic addition facts (sums to 18) using concrete models
(2.3) (A) Second grade: recall and apply basic addition facts (sums to 18)
The student adds and subtracts to solve meaningful problems involving whole numbers (K-3). The student adds, subtracts, multiplies, and divides to solve meaningful problems and justify solutions involving whole numbers and decimals (4-8). The student is expected to:
use addition and
subtraction
(K.4) . Kindergarten: model addition and subtraction using pictures, words, and numbers (DVISD expectation: model addition and subtraction with numbers to 10)
First grade: (DVISD expectation: model addition and subtraction using pictures, words, and numbers with numbers to 100)
Second grade:
(DVISD expectation: model addition and subtraction using pictures,
words, and numbers with numbers to 1,000)
(3.3) (A) Third
grade:
model addition and subtraction using pictures, words, and
numbers
Fourth grade: (DVISD expectation: model addition and subtraction involving fractions with models, using pictures words, and numbers)
Fifth grade:
(DVISD expectation: model addition and subtraction involving fractions
with models, using pictures words, and numbers)
6.2) (A) Sixth grade: model addition and subtraction involving fractions with models, using pictures words, and numbers
use
addition and subtraction to solve problems
Kindergarten: (DVISD expectation: model addition and subtraction using concrete models to solve problems involving whole numbers to 20)
First grade: (DVISD expectation: use addition and subtraction to solve problems involving whole numbers to 100)
Second grade:
(DVISD expectation: use addition and subtraction to solve problems
involving whole numbers to 1,000)
Third grade: use
addition and subtraction to solve problems involving whole
numbers
(4.3) (A) Fourth
grade: use addition
and subtraction to solve problems involving whole numbers
(5.3) (A) Fifth
grade:
use addition and subtraction to solve problems involving whole numbers
and decimals
(6.2) (B) Sixth grade: use addition and subtraction to solve problems involving fractions and decimals
select addition
or subtraction and use the operation to solve problems
Kindergarten: (DVISD
expectation: select addition or subtraction and use the operation to solve
problems involving whole numbers through 18)
.
First grade:
(DVISD expectation: select addition or subtraction and use the
operation to solve problems involving whole numbers through 99 without
regrouping)
(2.3) (B) Second
grade: select
addition or subtraction and solve problems using two-digit numbers, whether or
not regrouping is necessary (DVISD expectation: select addition or
subtraction and use the operation to solve problems involving whole numbers
through 999)
(3.3) (B) Third
grade:
select addition or subtraction and use the operation to solve problems
involving whole numbers through 999 (DVISD expectation: select
addition or subtraction and use the operation to solve problems involving whole
numbers through
9,999)
add
and subtract decimals
First grade:
(DVISD expectation: add and subtract money using combinations of
pennies, nickels, dimes, and quarters)
Second grade:
(DVISD expectation: add and subtract money using dollars and
cents)
Third grade:
(DVISD expectation: add and subtract decimals to the tenths place
using [concrete and] pictorial models, including dollars and
cents)
(4.3) (B) Fourth grade: add and subtract decimals to the hundredths place using [concrete and] pictorial models (DVISD expectation: includes dollars and cents)
(5.3) (A) Fifth
grade:
use addition and subtraction to solve problems involving decimals
(DVISD expectation: includes dollars and
cents)
model and record
addition and subtraction of fractions with like denominators in problem-solving
situations
Fourth grade: (DVISD expectation: model and record addition and subtraction of fractions with like denominators in problem-solving situations)
(5.3) (E) Fifth
grade:
model and record addition and subtraction of fractions with like
denominators in problem-solving situations
The student recognizes and solves problems in multiplication and division situations (3). The student multiplies and divides to solve meaningful problems involving whole numbers (4-8). The student is expected to:
solve and record
multiplication problems (one-digit multiplier)
(K.1) (B) Kindergarten: introduce the concept of groups or sets
First grade:
(DVISD expectation: use a graphic representation to make equal groups
to identify how many in all)
Second grade:
(DVISD expectation: solve and record multiplication problems using one
digit multipliers)
(3.4) (B) Third
grade:
solve and record multiplication problems (one-digit
multiplier)
(4.4) (D) Fourth
grade: use
multiplication to solve problems involving two-digit
numbers
(5.3) (B) Fifth grade: use multiplication to solve problems involving whole numbers (no more than 3-digit times 2-digit)
use models to
solve division problems and use number sentences to record the
solutions
First grade:
(DVISD expectation: use a graphic representation to separate a group
of objects to identify how many equal groups)
(2.4) (B) Second grade: model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets
(3.4) (C) Third
grade:
use models to solve division problems and use number sentences to
record the solutions
(4.4) (E) Fourth
grade: use division
to solve problems involving one-digit divisors
model
factors and products
Second grade:
(DVISD expectation: use arrays for multiplication with multiplies up
to 10)
Third grade: (DVISD expectation: use arrays for multiplication with multipliers up to 12)
(4.4) (A) Fourth
grade: model
factors and products using arrays and area models
recall
and apply multiplication facts
Second grade: (DVISD expectation: recall multiplication facts through 5 x 5)
(3.4) (A) Third grade: learn and apply multiplication facts through the tens using concrete models
(4.4) (C) Fourth
grade: recall and
apply multiplication facts through 12 x 12
represent
multiplication and division situations
Second grade: (DVISD expectation: identify multiplication and division situations using pictorial models)
Third grade:
(DVISD expectation: represent multiplication and division situations
in picture, word, and number form)
(4.4) (B) Fourth
grade: represent
multiplication and division situations in picture, word, and number
form
Fifth grade: (DVISD expectation: represent multiplication situations involving fractions)
Sixth grade: (DVISD expectation: represent multiplication and division situations involving fractions and decimals with [concrete] models, pictures, words, and numbers)
(7.2) (A) Seventh
grade: represent multiplication
and division situations involving fractions and decimals with [concrete] models,
pictures, words, and numbers
use division to
solve problems
Third grade:
(DVISD expectation: use division to solve problems involving whole
numbers (no more than one-digit divisors and two-digit
dividends)
Fourth grade: (DVISD
expectation: use division to solve problems involving whole numbers (no more
than one-digit divisors and three-digit dividends without
technology)
(5.3) (C) Fifth
grade:
use division to solve problems involving whole numbers (no more than
two-digit divisors and three-digit dividends without
technology)
use
multiplication and division to solve problems including situations involving
equivalent ratios and rates
Fifth grade:
(DVISD expectation: use multiplication and division of whole numbers
to solve problems including situations involving equivalent ratios and
rates)
(6.2) (C) Sixth
grade:
use multiplication and division of whole numbers to solve problems
including situations involving equivalent ratios and
rates
(7.1) (D) Seventh
grade: use division to find unit
rates and rations in proportional relationships such as speed, density, price,
recipes, and student-teacher ratio
identify
prime factors of a whole number and common factors of a set of whole
numbers
Fourth grade: (DVISD
expectation: identify prime factors of a whole number and common factors of a
set of whole numbers)
(5.3) (D) Fifth
grade:
identify prime factors of a whole number and common factors of a set
of whole numbers
(6.1) (E) Sixth
grade:
identify factors and multiples including common factors and common
multiples
Quantitative
reasoning.
The student estimates to determine reasonable results. The student is expected to:
round two-digit
numbers to the nearest ten and three-digit numbers to the nearest
hundred
Kindergarten: (DVISD
expectation: round one-digit numbers to ten)
First grade: (DVISD expectation: round two-digit numbers to the nearest ten)
Second grade:
(DVISD expectation: round two-digit numbers to the nearest ten and
three-digit numbers to the nearest hundred)
(3.5) (B) Third
grade:
round two-digit numbers to the nearest ten and three-digit numbers to
the nearest hundred
(4.4) (A) Fourth
grade: round whole
numbers to the nearest ten, hundred, or thousand to approximate reasonable
results in problem situations
(5.4) (A) Fifth
grade:
round whole numbers and decimals through tenths to approximate
reasonable results in problem situations
Sixth grade: (DVISD expectation: round whole numbers and decimals through hundredths to approximate reasonable results in problem situations)
estimate sums and
differences beyond basic facts
First grade:
(DVISD expectation: identify the better estimate when using 10 as a
referent)
Second grade:
(DVISD expectation: estimate sums and differences beyond basic
facts)
(3.5) (B) Third
grade:
estimate sums and differences beyond basic
facts
estimate a
product or quotient beyond basic facts
Third grade: (DVISD expectation: estimate a product or quotient beyond basic facts)
(4.5) (B) Fourth
grade: estimate a
product or quotient beyond basic facts
estimate to solve
problems where exact answers are not required
Fourth grade: (DVISD
expectation: estimate to solve problems where exact answers are not
required)
(5.4) (B) Fifth
grade:
estimate to solve problems where exact answers are not
required
(6.2) (D) Sixth
grade:
estimate and round to approximate reasonable results and to solve
problems where exact answers are not required
(7.2) (G) Seventh
grade: determine the
reasonableness of a solution to a problem
Patterns, relationships, and
algebraic thinking.
The student uses patterns to solve problems (K-3). The student makes generalizations based on observed patterns and relationships. The student is expected to:
identify, extend,
and create patterns
(K.4) Kindergarten: identify, extend, and create patterns of sounds, physical movement, and concrete models
identify patterns
Kindergarten: (DVISD
expectation: skip count by 2’s to 20 and by 5’s and 10’s to
100)
(1.4) (B) First grade: use patterns to skip count by twos, fives, and tens
(2.5) (C) Second grade: use patterns to develop strategies to remember basic addition facts
(3.6) (B) Third
grade:
identify patterns in multiplication facts using [concrete objects,]
pictorial models, [or technology]
(4.6) (C) Fourth
grade: use patterns
to multiple by 10 and 100
find
patterns in numbers
(1.5) (A) First grade: find patterns in numbers, including odd and even
(2.5) (A) Second grade: find patterns in numbers such as in a 100’s chart
compare
and order whole numbers using place value
(K.6) (B) Kindergarten: count by ones to 100
(1.5) (B) First grade: compare and order whole numbers using place value
(2.5) (B) Second grade: use patterns in place value to compare and order whole numbers through 999
identify and
extend whole-number and geometric patterns to make predictions and solve
problems
(K.6) (A)
Kindergarten: use
patterns to predict what comes next, including cause-and-effect relationships
(DVISD expectation: identify and extend patterns AB, ABC,
ABB)
(1.4) (A) First grade: identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems
(2.6) (C) Second grade: identify, describe, and expand whole number and geometric patterns to make predictions and solve problems
(3.6) (A) Third
grade:
identify and extend whole number and geometric patterns to make
predictions and solve problems
identify patterns in related sentences (fact families)
(1.5) (C) First grade: identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as such as 2 + 3 = 6, 3 + 2 =6, 6 - 2 =3,
6 - 3 = 2
(2.5) (D) Second grade: identify patterns in related addition and subtraction sentences (fact families) such as 2 + 3 = 6, 3 + 2 =6, 6 - 2 =3, 6 - 3 = 2
(3.6) (C) Third
grade:
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
(4.6) (B) Fourth
grade: solve division
problems related to multiplication facts (fact families) such as 9 x 9 = 81 and
81 ÷ 9 = 9
use [concrete
objects or] pictures to make generalizations about determining all possible
combinations
Second grade:
(DVISD expectation: use manipulatives to show different combinations
for a given number)
Third grade:
(DVISD expectation: use manipulatives to show different combinations
for a given number)
Fourth grade: (DVISD
expectation: use manipulatives to show different combinations for a given
number)
(5.5) (A) Fifth
grade:
use [concrete objects or] pictures to make generalizations about
determining all possible combinations
use
lists, tables , charts, and diagrams to find patterns and make generalizations
such as a procedure for determining equivalent fractions
Second grade: (DVISD expectation: recognize and complete patterns in charts or tables using skip counting)
Third grade: (DVISD expectation: recognize and complete patterns in charts or tables using skip counting)
Fourth grade: (DVISD
expectation: use lists, tables , charts, and diagrams to find patterns and make
generalizations such as a procedure for determining equivalent
fractions)
(5.5) (B) Fifth
grade:
use lists, tables , charts, and diagrams to find patterns and make
generalizations such as a procedure for determining equivalent
fractions
identify
prime and composite numbers using [concrete] models and patterns in factor
pairs
Second grade: (DVISD expectation: use manipulatives to identify whether a number can be put into equal groups)
Third grade:
(DVISD expectation: identify whether a number can be put into equal
groups)
Fourth grade: (DVISD expectation: identify prime and composite numbers using [concrete] models and patterns in factor pairs)
(5.5) (C) Fifth
grade:
identify prime and composite numbers using [concrete] models and
patterns in factor pairs
Relationships
The student uses, lists, tables, and charts to express patterns and relationships (K-3). The student uses organizational structures to analyze and describe patterns and relationships (4-8). The student is expected to:
generate a table
of paired numbers based on a real-life situation such as insects and
legs
Kindergarten: (DVISD
expectation: generate a table of paired numbers using concrete materials or
pictures)
First grade:
(DVISD expectation: sort objects into two categories and make a tally
table)
(2.6) (A) Second grade: generate a table of paired numbers based on a real-life situation such as number of tricycles related to number of wheels
(3.7) (A) Third
grade:
generate a table of paired numbers based on a real-life situation such
as insects and legs
identify patterns
in a table of related number pairs based on a real-life situation and extend the
table
Kindergarten: (DVISD
expectation: identify patterns and extend the table using concrete materials or
pictures)
First grade:
(DVISD expectation: identify patterns in a table of related number
pairs based on a real-life situation)
(2.6) (B) Second grade: identify patterns in a table of related number pairs based on a real-life situation and extend the table
(3.7) (B) Third
grade:
identify patterns in a table of related number pairs based on a
real-life situation and extend the table
describe
the relationship between two sets of related data such as ordered pairs in a
table
Kindergarten: (DVISD expectation: compare two sets of data using concrete materials)
First grade: