Units
Unit 5: TwoDimensional Shapes Continued (4 days)
Compose twodimensional shapes by joining 2,3, or 4 figures; partition twodimensional figures into 2 and 4 equal parts; identify examples and nonexamples of 2 and 4 equal parts.
Unit 6: Numeration 0120 ( 26 days)
Subitizing; compose and decompose numbers to 120; use standard and expanded form to represent numbers to 120; generate numbers greater than or lesser than a given number; use place value and number lines to compare and order numbers to 120; use data to solve addition and subtraction problems; skip count by 2s, 5s, and 10s; represent the comparison of 2 numbers using comparative language and symbols; understand the equal sign represents equal quantities on both sides; determine the unknown addend; draw conclusions and generate questions from data
Unit 7: Three Dimensional Shapes Part 1 (3 days)
identify threedimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
TEKS/SEs
Unit 5: TwoDimensional Shapes Continued
1.6(F) compose twodimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
1.6(G) partition twodimensional figures into two and four fair shares or equal parts and describe the parts using words
1.6(H) identify examples and nonexamples of halves and fourths
Unit 6: Numeration 0120
1.2(A) recognize instantly the quantity of structured arrangements
1.2(B) 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 ones
1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120
1.2(D) generate a number that is greater than or less than a given whole number up to 120
1.2(E) use place value to compare whole numbers up to 120 using comparative language
1.2(F) order whole numbers up to 120 using place value and open number lines
1.2(G) represent the comparison of two numbers to 100 using the symbols >,<, and =
1.3(A) use concrete and pictorial models to determine the sum of a multiple of ten and a onedigit number in problems up to 99
1.3(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
1.3(C) compose 10 with two or more addends with and without concrete objects
1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
1.5(A) recite numbers forward and backward from any given number between 1 and 120
1.5(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
1.5(C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120
1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
1.5(F) 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 equation
1.5(G) apply properties of operations to add and subtract two or three numbers
1.8(A) collect, sort, and organize data in up to three categories using models/representations such as tally marks or Tcharts
1.8(B) use data to create picture and bartype graphs
1.8(C) draw conclusions and generate and answer questions using information from picture and bartype graphs
Unit 7: Three Dimensional Shapes Part 1
1.6(E)* identify threedimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

Units
Unit 7: Three Dimensional Shapes Continued (5 days)
identify threedimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language; distinguish between attributes that define two dimensional or three dimensional shapes and those that do not
Unit 8: Money (10 days)
Identify pennies, nickels, dimes and quarters by value and describe relationship between them; use cent symbol; use relationships to count by twos, fives and tens to determine the value of a collection of coins
Unit 9: Addition and Subtraction (10 days)
Subitizing; compose/decompose numbers up to 120; add a single digit number to a multiple of 10 for sums up to 99; use place value to determine a number 10 more, 10 less, one more, one less up to 120; add and subtract two or three numbers; use data to solve addition and subtraction problems
Unit 10: Measurement (15 days)
Measure length of objects using nonstandard units; describe length of an object using one whole number; tell time to hour and half hour
Unit 11: Personal Financial Literacy (3 days)
Income; wants and needs; spending and saving; charitable giving
TEKS/SEs
Unit 7: Three Dimensional Shapes Continued
1.6(E) identify threedimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
1.6(B) distinguish between attributes that define a twodimensional or threedimensional figure and attributes that do not define the shape
Unit 8:Money
1.4(A) identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
1.4(B) write a number with the cent symbol to describe the value of a coin
1.4(C) use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels and/or dimes
1.8(A) collect, sort, and organize data in up to three categories using models/representations such as tally marks or Tcharts
1.8(B) use data to create picture and bartype graphs
1.8(C) draw conclusions and generate and answer questions using information from picture and bartype graphs
Unit 9: Addition and Subtraction
1.2(A) recognize instantly the quantity of structured arrangements
1.2(B) 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 ones
1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120
1.2(G) represent the comparison of two numbers to 100 using the symbols >,<, and =
1.3(A) use concrete and pictorial models to determine the sum of a multiple of ten and a onedigit number in problems up to 99
1.5(C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120
1.3(C) compose 10 with two or more addends with and without concrete objects
1.3(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
1.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
1.5(G) apply properties of operations to add and subtract two or three numbers
1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
1.5(F) 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 equation
1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
1.3(F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
1.8(A) collect, sort, and organize data in up to three categories using models/representations such as tally marks or Tcharts
1.8(B) use data to create picture and bartype graphs
1.8(C) draw conclusions and generate and answer questions using information from picture and bartype graphs
Unit 10: Measurement
1.7(A) use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement
1.7(B) illustrate that the length of an object is the number of samesize units of length that, when laid endtoend with no gaps or overlaps, reach from one end of the object to the other
1.7(C) measure the same object/distance with units of two different lengths and describe how and why the measurement differ
1.7(D) describe a length to the nearest whole unit using a number and a unit
1.7(E) tell time to the hour and half hour using analog and digital clocks
Unit 11: Personal Financial Literacy
1.9(A) define money earned as income
1.9(B) identify income as a means of obtaining goods and services, often times making choice between wants and needs
1.9(C) distinguish between spending and saving
1.9(D) consider charitable giving

Process TEKS:
1.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace
1.1(B) use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution
1.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
1.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
1.1(E) create and use representations to organize, record, and communicate mathematical ideas
1.1(F) analyze mathematical relationships to connect and communicate mathematical ideas
1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

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