Grade 1 TEKS
The Texas Essential Knowledge and Skills (TEKS) set out Grade 1 math in nine sections, 1.1 to 1.9. Here is each standard, with the MathHill skills that work on it.
These seven are the process standards: how a student uses math to solve problems, picks the right tools and shows their thinking. Texas builds them into all the other Grade 1 standards, so they are listed here once instead of under each code. Most MathHill skills work on at least one of them.
- 1.1A
- apply mathematics to problems arising in everyday life, society, and the workplace
- 1.1B
- 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
- 1.1C
- 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
- 1.1D
- communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- 1.1E
- create and use representations to organize, record, and communicate mathematical ideas
- 1.1F
- analyze mathematical relationships to connect and communicate mathematical ideas
- 1.1G
- display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
- 1.2A
- recognize instantly the quantity of structured arrangements
- 1.2B
- 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
- 1.2C
- use objects, pictures, and expanded and standard forms to represent numbers up to 120
- 1.2D
- generate a number that is greater than or less than a given whole number up to 120
- 1.2E
- use place value to compare whole numbers up to 120 using comparative language
- 1.2F
- order whole numbers up to 120 using place value and open number lines
- 1.2G
- represent the comparison of two numbers to 100 using the symbols >, <, or =
- 1.3A
- use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
- 1.3B
- 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
- 1.3C
- compose 10 with two or more addends with and without concrete objects
- 1.3D
- apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
- Show parts and a whole
- Count on to add small amounts
- Use doubles to find sums
- Use a nearby double
- Make ten when adding across ten
- Add a 1-digit number to a teen number - no regrouping
- Use zero, one, all, and all but one
- Count back to subtract small amounts
- Think addition to find a difference
- Use related addition and subtraction facts
- Subtract in parts to reach ten
- Take from the ten in a teen
- Subtract from 10 and from 9
- Subtract a 1-digit number from a teen number - no regrouping
- Apply, explain, and compare fact strategies
- 1.3E
- explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
- 1.3F
- generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
- 1.4A
- identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
- 1.4B
- write a number with the cent symbol to describe the value of a coin
- 1.4C
- use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- 1.5A
- recite numbers forward and backward from any given number between 1 and 120
- 1.5B
- skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
- 1.5C
- use relationships to determine the number that is 10 more and 10 less than a given number up to 120
- 1.5D
- represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
- 1.5E
- understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
- 1.5F
- 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
- 1.5G
- apply properties of operations to add and subtract two or three numbers
- 1.6A
- classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
- 1.6B
- distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
- 1.6C
- create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
- 1.6D
- identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
- 1.6E
- identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
- 1.6F
- compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
- 1.6G
- partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
- 1.6H
- identify examples and non-examples of halves and fourths
- 1.7A
- use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement
- 1.7B
- 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 other
- 1.7C
- measure the same object/distance with units of two different lengths and describe how and why the measurements differ
- 1.7D
- describe a length to the nearest whole unit using a number and a unit
- 1.7E
- tell time to the hour and half hour using analog and digital clocks
- 1.8A
- collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
- 1.8B
- use data to create picture and bar-type graphs
- 1.8C
- draw conclusions and generate and answer questions using information from picture and bar-type graphs
- 1.9A
- define money earned as income
- 1.9B
- identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
- 1.9C
- distinguish between spending and saving
- 1.9D
- consider charitable giving