Texas Alignment 111.2 Kindergarten through Precalculus

108 Pages·2013·1.35 MB·English

Texas Alignment
2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency
111.2 Kindergarten through Precalculus

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registration in the United States and other countr ies.

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036
Phone: [phone] • Fax: [phone]
www.renlearn.com
Texas Alignment
2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency
Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document
showing the entire list of standards for the subject and grade and the product skills aligned to
those standards. This alignment report shows the breadth of standards coverage for the purpose
and focus of this product.

Note to Educator ................................................................................................... iii
111.2 Kindergarten ................................................................................................. 1
111.3 Grade 1 ...................................................................................................... 6
111.4 Grade 2 ...................................................................................................... 13
111.5 Grade 3 ...................................................................................................... 21
111.6 Grade 4 ...................................................................................................... 29
111.7 Grade 5 ...................................................................................................... 38
111.26 Grade 6 ..................................................................................................... 47
111.27 Grade 7 ..................................................................................................... 59
111.28 Grade 8 ..................................................................................................... 69
111.39 Algebra I ................................................................................................... 77
111.40 Algebra II .................................................................................................. 85
Geometry ........................................................................................................... 91
Precalculus ........................................................................................................ 101
© 2013 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the
express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

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P.O. Box 8036
Wisconsin Rapids, WI 54495-8036
Phone: [phone]
Fax: [phone]
www.renlearn.com

Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance
Learning, we recognize the impact that standards and assessment reform have on schools.
We share the concerns of educators and administrators that students perform well and
that teachers have the resources they need to support their efforts to address standards and
assessments.

Renaissance Learning provides alignment reports to customers to show how the skills
within each product align to the skills within academic standards. The alignment report
presents all of the academic math standards for a specific state/agency with the aligned
Renaissance Learning product skills indented below each standard.

Academic standards encompass the entire set of learning and expectations that teachers
are responsible for. Renaissance Learning recognizes that teachers are the key to using
products to address the entire set of standards. Renaissance Learning products are ideally
suited to support teachers and academic standards. The Renaissance Learning alignment
report supports teachers in this role by clearly identifying specific product skills that are
aligned to the multiple skills within the standards.

On the alignment report you will see the word “Core” next to some of the skills. Core
skills are the most critical mathematics skills for a student to learn at a grade level. They
are key building blocks in a student’s mathematics education. Students need to have
proficiency with core skills to be successful in math at their grade levels and to progress
in the grades that follow. Core skills are indicated on Renaissance Learning’s research-
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based and empirically validated Core Progress Math learning progression. Core Progress
Math identifies the continuum of concepts and skills needed for success in math. The
continuum begins with early numeracy and progresses to the level of mathematics
required for college and careers. All of the skills in the Core Progress Math contribute to
STAR Math Enterprise assessment. Alignments for STAR Math Enterprise include
alignments to the Common Core State Standards (CCSS) Mathematics Standards.

We hope this report answers your questions regarding the alignment of Renaissance
Learning technology and materials to standards. The complete alignment strategy
document is available. The Math document is number R39616. If you have any questions
about the alignment report, please feel free to call us at [phone].

Sincerely,

Renaissance Learning

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STAR Math Enterprise
Texas 111.2 Kindergarten
EssentialÊKnowledgeÊandÊSkills
111.2 Kindergarten
TX 1 - The student uses mathematical processes to acquire and demonstrate mathematical understanding.
TX 1.A - apply mathematics to problems arising in everyday life, society, and the workplace;
Overall Product Skills Develop ability to apply mathematical solutions to everyday life and
real world situations
TX 1.B - use a problem-solving model that incorporates analyzing given information, formulating a plan
or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution;
Overall Product Skills Use strategies to derive solutions for problems
TX 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;
Overall Product Skills Use strategies to derive solutions for problems
TX 1.D - communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
Overall Product Skills Develop collaboration skills by explaining mathematical reasoning
and strategies
TX 1.E - create and use representations to organize, record, and communicate mathematical ideas;
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 1.F - analyze mathematical relationships to connect and communicate mathematical ideas; and
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 1.G - display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 2 - The student applies mathematical process standards to understand how to represent and compare
whole numbers, the relative position and magnitude of whole numbers, and relationships within the
numeration system.
TX 2.A - count forward and backward to at least 20 with and without objects;
Numbers and Operations Count 1-20
Count up to 10 objects
Count on or count back with numbers 1 to 10
Count up to 15 objects
Count on or count back with numbers 1 to 15
Count up to 20 objects
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STAR Math Enterprise
Texas 111.2 Kindergarten
EssentialÊKnowledgeÊandÊSkills
Count on or count back with numbers 1 to 20
Count objects to 20 Core Skill
Count back by ones from a number less than 20 Core Skill
TX 2.B - read, write, and represent whole numbers from 0 to at least 20 with and without objects or
pictures;
Numbers and Operations Recognize numbers 0-20
Count up to 10 objects
Read a whole number to 30
Identify a number to 20 represented by a point on a number line Core Skill
TX 2.C - count a set of objects up to at least 20 and demonstrate that the last number said tells the number
of objects in the set regardless of their arrangement or order;
Numbers and Operations Count up to 9 objects
Count up to 10 objects
Count up to 15 objects
Count up to 20 objects
Count objects to 20 Core Skill
TX 2.D - recognize instantly the quantity of a small group of objects in organized and random
arrangements;
Numbers and Operations Count up to 3 objects
Count up to 5 objects
Count the number of any one type of object in a group of up to 10
mixed objects
TX 2.E - generate a set using concrete and pictorial models that represents a number that is more than,
less than, and equal to a given number up to 20;
Numbers and Operations Compare sets of up to 10 objects using "more" or "fewer"
Identify two sets with equal numbers of up to 10 objects
Determine the difference in number between two sets of objects
Compare sets of up to 20 objects using "more" or "fewer"
Determine one more than or one less than a given number Core Skill
Compare sets of objects using words
TX 2.F - generate a number that is one more than or one less than another number up to at least 20;
Numbers and Operations Add 1 to a set
Subtract 1 from a set
Determine one more than or one less than a given number Core Skill
TX 2.G - compare sets of objects up to at least 20 in each set using comparative language;
Numbers and Operations Compare sets of up to 5 objects
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STAR Math Enterprise
Texas 111.2 Kindergarten
EssentialÊKnowledgeÊandÊSkills
Compare sets of up to 10 objects using "more" or "fewer"
Compare sets of up to 20 objects using "more" or "fewer"
Compare sets of objects using words
TX 2.H - use comparative language to describe two numbers up to 20 presented as written numerals; and
Numbers and Operations Recognize numbers 0-20
TX 2.I - compose and decompose numbers up to 10 with objects and pictures.
Numbers and Operations Compose an equivalent number out of two numbers by using
pictures
Decompose a number into two numbers by using pictures
TX 3 - The student applies mathematical process standards to develop an understanding of addition and
subtraction situations in order to solve problems.
TX 3.A - model the action of joining to represent addition and the action of separating to represent
subtraction;
Numbers and Operations Add 1 to a set
Subtract 1 from a set
TX 3.B - solve word problems using objects and drawings to find sums up to 10 and differences within 10;
and
Numbers and Operations Add numbers with a sum up to 5 using pictures
Add numbers with a sum up to 7 using pictures
Add numbers with a sum up to 9 using pictures
Add numbers with a sum up to 10 using pictures
Subtract numbers with a minuend up to 5 using pictures
Subtract numbers with a minuend up to 7 using pictures
Subtract numbers with a minuend up to 9 using pictures
Subtract numbers with a minuend up to 10 using pictures
Determine the missing portion in a partially screened (hidden) Core Skill
collection of up to 10 objects
TX 3.C - explain the strategies used to solve problems involving adding and subtracting within 10 using
spoken words, concrete and pictorial models, and number sentences.
Overall Product Skills Develop collaboration skills by explaining mathematical reasoning
and strategies
TX 4 - The student applies mathematical process standards to identify coins in order to recognize the need
for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels,
dimes, and quarters.
Overall Product Skills Develop ability to apply mathematical solutions to everyday life and
real world situations
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STAR Math Enterprise
Texas 111.2 Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 5 - The student applies mathematical process standards to identify the pattern in the number word list.
The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given
number.
Numbers and Operations Read a whole number from 31 to 100
Count objects to 20 Core Skill
Count on by ones from a number less than 100 Core Skill
Order whole numbers to 100 in ascending order Core Skill
Order whole numbers to 100 in descending order
Algebra Determine a pattern on a 1 to 100 chart
Complete a pattern on a 1 to 100 chart
TX 6 - The student applies mathematical process standards to analyze attributes of two-dimensional shapes
and three-dimensional solids to develop generalizations about their properties.
TX 6.A - identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special
rectangles;
Geometry and Measurement Identify a circle, a triangle, a square, or a rectangle Core Skill
TX 6.B - identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real
world;
TX 6.C - identify two-dimensional components of three-dimensional objects;
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 6.D - identify attributes of two-dimensional shapes using informal and formal geometric language
interchangeably;
Geometry and Measurement Determine the common attributes in a set of geometric shapes Core Skill
TX 6.E - classify and sort a variety of regular and irregular two- and three-dimensional figures regardless
of orientation or size; and
Geometry and Measurement Sort objects according to one attribute
Determine the group in which a geometric shape belongs
TX 6.F - create two-dimensional shapes using a variety of materials and drawings.
Geometry and Measurement Compose a new shape out of two other shapes
Decompose a shape into two new shapes
TX 7 - The student applies mathematical process standards to directly compare measurable attributes.
TX 7.A - give an example of a measurable attribute of a given object, including length, capacity, and
weight; and
Geometry and Measurement Sort objects according to one attribute
Compare objects using the vocabulary of measurement Core Skill
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STAR Math Enterprise
Texas 111.2 Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 7.B - compare two objects with a common measurable attribute to see which object has more of/less of
the attribute and describe the difference.
Geometry and Measurement Compare the sizes of two objects
Compare the weights of two objects
Compare the volumes of two objects
Compare sizes, weights, and volumes
Compare the temperatures of two objects
Compare objects using the vocabulary of measurement Core Skill
Compare and order objects by attributes of height or length Core Skill
TX 8 - The student applies mathematical process standards to collect and organize data to make it useful for
interpreting information.
TX 8.A - collect, sort, and organize data into two or three categories;
Data Analysis, Statistics, and Determine the group in which an object belongs
Probability
Use a 2-category tally chart to represent groups of objects (1 symbol
= 1 object)
TX 8.B - use data to create real-object and picture graphs; and
Data Analysis, Statistics, and Use a picture graph to represent groups of objects (1 symbol = 1
Probability object)
TX 8.C - draw conclusions from real-object and picture graphs.
Data Analysis, Statistics, and Read a picture graph
Probability
Answer a question using information from a picture graph
TX 9 - The student applies mathematical process standards to manage one's financial resources effectively
for lifetime financial security.
TX 9.A - identify ways to earn income;
TX 9.B - differentiate between money received as income and money received as gifts;
TX 9.C - list simple skills required for jobs; and
TX 9.D - distinguish between wants and needs and identify income as a source to meet one's wants and
needs.
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STAR Math Enterprise
Texas 111.3 Grade 1
EssentialÊKnowledgeÊandÊSkills
111.3 Grade 1
TX 1 - The student uses mathematical processes to acquire and demonstrate mathematical understanding.
TX 1.A - apply mathematics to problems arising in everyday life, society, and the workplace;
Overall Product Skills Develop ability to apply mathematical solutions to everyday life and
real world situations
TX 1.B - use a problem-solving model that incorporates analyzing given information, formulating a plan
or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution;
Overall Product Skills Use strategies to derive solutions for problems
TX 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;
Overall Product Skills Use strategies to derive solutions for problems
TX 1.D - communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
Overall Product Skills Develop collaboration skills by explaining mathematical reasoning
and strategies
TX 1.E - create and use representations to organize, record, and communicate mathematical ideas;
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 1.F - analyze mathematical relationships to connect and communicate mathematical ideas; and
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 1.G - display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Overall Product Skills Develop understanding and ability to analyze mathematical
relationships including those between and among arithmetic
operations.
TX 2 - 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 value.
TX 2.A - recognize instantly the quantity of structured arrangements;
TX 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;
Numbers and Operations Compose an equivalent number out of two numbers by using
pictures
Decompose a number into two numbers by using pictures
Count objects grouped in tens and ones Core Skill
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