Grade 1

Other Texas Mathematics sets

• Grade K
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Algebra I (2012)
• Grade 8
• Algebra II
• Algebraic Reasoning
• Discrete Mathematics
• Grade 9
• Statistics
• Advanced Quantitative Reasoning
• Geometry (2012)
• Grades 10, 11, 12
• Independent Study in Mathematics
• Mathematical Models with Applications
• Precalculus

The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value1.2

recognize instantly the quantity of structured arrangements1.2.A

use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones1.2.B

use objects, pictures, and expanded and standard forms to represent numbers up to 1201.2.C

generate a number that is greater than or less than a given whole number up to 1201.2.D

use place value to compare whole numbers up to 120 using comparative language1.2.E

order whole numbers up to 120 using place value and open number lines1.2.F

represent the comparison of two numbers to 100 using the symbols >, <, or =1.2.G

The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems1.3

use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 991.3.A

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 = [ ] - 31.3.B

compose 10 with two or more addends with and without concrete objects1.3.C

apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 101.3.D

explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences1.3.E

generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 201.3.F

The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions1.4

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them1.4.A

write a number with the cent symbol to describe the value of a coin1.4.B

use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes1.4.C

The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships1.5

recite numbers forward and backward from any given number between 1 and 1201.5.A

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set1.5.B

use relationships to determine the number that is 10 more and 10 less than a given number up to 1201.5.C

represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences1.5.D

understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5.E

determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation1.5.F

apply properties of operations to add and subtract two or three numbers1.5.G

The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties1.6

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language1.6.A

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape1.6.B

create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons1.6.C

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language1.6.D

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language1.6.E

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible1.6.F

partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words1.6.G

identify examples and non-examples of halves and fourths1.6.H

The student applies mathematical process standards to select and use units to describe length and time1.7

use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;1.7.A

illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other1.7.B

measure the same object/distance with units of two different lengths and describe how and why the measurements differ1.7.C

describe a length to the nearest whole unit using a number and a unit1.7.D

tell time to the hour and half hour using analog and digital clocks1.7.E

The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems1.8

collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts1.8.A

use data to create picture and bar-type graphs1.8.B

draw conclusions and generate and answer questions using information from picture and bar-type graphs1.8.C

The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security1.9

define money earned as income1.9.A

identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs1.9.B

distinguish between spending and saving1.9.C

consider charitable giving1.9.D