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TEKS STUDY
2006

Kindergarten
What’s New?
New to Introduction

Throughout mathematics in Grades Kindergarten –
Grade 2, students develop numerical fluency with
conceptual understanding and computational accuracy.
Students in Kindergarten - Grade 2 use basic number
sense to compose and decompose numbers in order to
solve problems requiring precision, estimations, and
reasonableness. By the end of Grade 2, students know
basic addition and subtraction facts and are using them
to work flexibly, efficiently, and accurately with numbers
during addition and subtraction computation.
numerical fluency with
conceptual understanding
and computational accuracy
• Understanding is built from the concrete
to the abstract.
• Everything done with numbers must be
done with meaning.
• Attend to concepts that build number
sense and operation sense.
New to Introduction
Throughout mathematics in Grades Kindergarten
– Grade 2, students develop numerical fluency
with conceptual understanding and computational
accuracy. Students in Kindergarten - Grade 2 use
basic number sense to compose and decompose
numbers in order to solve problems requiring
precision, estimations, and reasonableness. By
the end of Grade 2, students know basic addition
and subtraction facts and are using them to work
flexibly, efficiently, and accurately with numbers
during addition and subtraction computation.
compose and decompose
numbers
Children must be able to name numbers
flexibly in order to have what is called
number sense. For example:
5 can be:
5+0
2+3
4+1
(and the turn around facts)
compose and decompose
numbers
The way you compose or decompose
numbers depends on the question you
are trying to solve.

Try It: Which expression would you use
to help find the fewest number of coins
that equal 18 cents?
compose and decompose
numbers

“Often in computations it is useful to
recognize that a number can be made up
of a ‘nice’ number and some more.”

John Van de Walle
compose and decompose
numbers
Try It: Listen to the problem and decide
which expression has the “nice numbers” for
10 that will help you solve the problem.

7+3 2+8
10 + 0 9+1
5+5 6+4
compose and decompose
numbers
Here is one way to solve this problem:
38 + 46 =

38 + 2 + 44 =
40 + 44 =
84
Try it: Decompose and compose 38 + 46
to solve it another way.
compose and decompose
numbers
“When a primary goal is the development of
sound understanding of the number system,
students will spend much of their math time
putting together and pulling apart different
numbers as they explore the relationships
among them.”
Beyond Arithmetic

What will you do daily to develop this
understanding in your classroom?
New to Introduction
Throughout mathematics in Grades Kindergarten
– Grade 2, students develop numerical fluency
with conceptual understanding and computational
accuracy. Students in Kindergarten - Grade 2 use
basic number sense to compose and decompose
numbers in order to solve problems requiring
precision, estimations, and reasonableness. By
the end of Grade 2, students know basic addition
and subtraction facts and are using them to work
flexibly, efficiently, and accurately with numbers
during addition and subtraction computation.
know basic facts
TEKS Expectations
Addition Subtraction Multiplication Division

K Number sense Number sense Patterns
Using models Using models

1 •Concrete and pictorial •Concrete and pict. Skip counting by
models to 18 models to 18-9 2, 5, 10
•Strategies to solve •Strategies to solve
basic problems basic problems

2 •Strategies to remember •Strategies to Model, create and Model, create
•Recall and apply facts remember describe and describe
•Recall and apply facts
3 Review, reinforce, Review, reinforce, •Learn and apply •Models
remediate/intervene remediate/intervene to 12x12 •Identify
•Identify patterns patterns

4 •Recall and apply •Strategies to
•Patterns for 10 remember
and 100
•Strategies to
remember
5 Review, reinforce, Review, reinforce,
remediate/intervene remediate/intervene
Kindergarten
Student Expectations:
A Closer Look
TEKS K.1

K.1 The student uses number to name
quantities.
The student is expected to:
(B) use sets of concrete objects to represent
quantities given in verbal or written form
(through 20); and
(C) use numbers to describe how many
objects are in a set (through 20) using verbal
and symbolic descriptions.
K.1B use sets of concrete objects to
represent quantities given in verbal or
written from (through 20).

What’s new? Students are now expected to
use sets of objects to show quantities
through 20. Previously, the TEKS specified
“through 9.”

Note: The word objects means counters,
beans, shoes, or other real-life things.
K.1B use sets of concrete objects to
represent quantities given in verbal or
written form (through 20).

Try It: Students are given a number,
such as 12.

The student counts out a set of with
that number of objects.
K.1C use numbers to describe how many
objects are in a set (through 20) using
verbal and symbolic descriptions.

What’s new? Students will be asked to give
verbal and symbolic descriptions of a set of
objects.
K.1C use numbers to describe how many
objects are in a set (through 20) using
verbal and symbolic descriptions.

Try It: Students are given a set of
counters.

The teacher asks, “How many are in the
set? How do you know? Write the
number of counters in the set.”
TEKS K.3

K.3 The student recognizes there are
quantities less than a whole.
K.3A The student is expected to share a
whole by separating it into two equal parts.
K.3A share a whole by separating it
into two equal parts.

What’s new? The new language is two equal
parts. Kindergarten students need to
understand the concept of half.
K.3A share a whole by separating it into
two equal parts.

Try this:
Make a “rope” out of clay.
Divide the rope into two equal lengths.
How do you know the two parts are equal?
What does “equal parts” mean?
TEKS K.4

The student models addition (joining) and
subtraction (separating).

What’s new? The words joining and
separating have been added to the
knowledge statement.
TEKS K.8

The student uses attributes to
determine how objects are alike and
different.
K.8C The student is expected to sort a
variety of objects including two- and
three-dimensional geometric figures
according to their attributes and
describe how the objects are sorted.
K.8C The student is expected to sort a
variety of objects including two- and
three-dimensional geometric figures
according to their attributes and
describe how the objects are sorted.

What’s new? The TEKS now specify
including two- and three- dimensional
geometric shapes in sorting activities.
K.8C The student is expected to sort a
variety of objects including two- and
three-dimensional geometric figures
according to their attributes and
describe how the objects are sorted.

Try it: Using a large collection of
objects, students might sort them into
ones that are flat (two-dimensional) and
not flat (three-dimensional.
TEKS K.9
K.9 The student recognizes attributes of two- and
three-dimensional geometric figures. The student is
expected to:
(A) Describe and compare the attributes of real-life
objects such as balls, boxes, cans, and cones or
models of three-dimensional geometric figures;
(B) Recognizes shapes in real-life three-dimensional
geometric figures or models of three-dimensional
geometric figures; and
(C) Describe, identify, and compare circles, triangles,
rectangles, and squares (a special type of
rectangle).
K.9A Describe and compare the attributes
of real-life objects such as balls, boxes,
cans, and cones or models of three-
dimensional geometric figures;

What’s new? The examples of balls, boxes,
cans, and cones have been added.
Wording has changed to more formal language
(three-dimensional figures).
K.9A Describe and compare the attributes
of real-life objects such as balls, boxes,
cans, and cones or models of three-
dimensional geometric figures.

Try it: Show two or three examples of the
same shape, such as three different
sizes/shapes of boxes. Have students
describe the boxes and talk about the
attributes that are the same and the attributes
that are different.
K.9B Recognizes shapes in real-life
three-dimensional geometric figures or
models of three-dimensional geometric
figures.

What’s new? The language has been
changed from solids to three-dimensional
geometric figures. The content is still the
same.
K.9C describe, identify, and compare
circles, triangles, rectangles, and
squares (a special type of rectangle).

What’s new: Squares are now described
as a special type of rectangle.

A rectangle is a quadrilateral with four right
angles. Opposite sides are parallel to each
other and the same length.
TEKS K.10 and K.11
K.10 The student directly compares the
attributes of length, area, weight/mass,
capacity, and/or relative temperature. The
student uses comparative language to solve
problems and answer questions.

K.11 The student uses time to describe,
compare, and order events and situations.
K.10 – K.11
Measurement

Attributes Kindergarten 1st Grade 2nd Grade

Length
Area
Capacity
Weight/Mass
Time
Temperature
TEKS 3.11 and 3.12
Measurement
Attributes Grade Grade level Grade Above
Below expectations

Length

Area

Capacity

Weight/Mass

Time

Temperature

Questions for Discussion
• What are the verbs used at each grade level?
• How does the teaching of measurement progress
across the grades?
• When are standard units required in the TEKS?
K.10A Compare and order two or three
concrete objects according to length
(longer/shorter than, or the same).

What’s new? Identifying that two objects
have the same length is added.
K.10B Compare the areas of two flat
surfaces of two-dimensional figures
(covers more, covers less, or covers the
same).

What’s new? This is entirely new to
kindergarten.
K.10B Compare the areas of two flat
surfaces of two-dimensional figures
(covers more, covers less, or covers the
same).
Try it: Have students take two different
rectangular pieces of paper. Have them place
one over the other. Have them discuss which
one covers more. Ask them how they know it
covers more.

Be sure to ask about which one covers less
and discuss that, too.
K.10C Compare two containers
according to capacity (holds more,
holds less, or holds the same).

What’s new? Again, the comparison words
have been expanded (holds the same) to
clarify the meaning of this student
expectation.
K.10C Compare two containers
according to capacity (holds more,
holds less, or holds the same).

Try It: Put a variety of containers in a
learning center. Provide some rice or
beans and scoops. Let students fill one
container, and then carefully pour the
contents into another container. Discuss
how they know which container holds
more and which holds less. Do any hold
the same?
K.10D Compare two objects according
to weight/mass (heavier than, lighter
than or equal to).

What’s new? Referring to both weight/mass is
new. Again, the comparison words have been
expanded to include “or equal to” to extend and
clarify the meaning of this student expectation.
K.10D Compare two objects according to
weight/mass (heavier than, lighter than, or
equal to).

Try It: Put a balance and a variety of
objects in a learning center. Have students
place an objects in each of the two pans
and determine which object is heavier and
which object is lighter. Determine if the
weight/mass of any of the objects are equal.
K.10E Compare situations or objects
according to relative temperature
(hotter/colder than, or the same as).

What’s new? Again, the comparison
words have been expanded to include “the
same as.”
K.11B Sequence events (up to three).

What’s new? The number of events (up to
three) has been added to this expectation.
K.11B Sequence events (up to three).

Try It: Have pictures of various tasks, such
as brushing teeth and putting on shoes.
Have students compare them according to
the amount of time it takes to complete
them (takes more time/takes less time).
Students should justify the comparison.

Later, add a third task and have students
place them in order by the amount of time
they take.
Elementary Mathematics
TEKS Implementation
2006-2007
• New TEKS implemented in
classrooms.
• NEW TEKS may be tested on district
assessments.
Resources

• Elementary and Middle School
Mathematics by John Van de Walle
• Math at Hand by Great Source
What have you learned?

T Tools (What new materials will you
need to teach the TEKS?)
E Eliminate (What past curriculum can
you give up?)
K Know (What expectations are new
to kindergarten?)
S Support (How will your team work
together to help each other
implement the new TEKS?)
Measurement Kinder 1st 2nd
Attributes
Approximate standard units Approximate standard units
Length to measure

Use square tiles. Use square tiles
Area
Non standard units to determine •Non-standard unit to
Weight/Mass determine

Non-standard unit to determine Non-standard unit to
Capacity determine

None •none
Volume
Read and write to five minutes Read and write to five
Time minutes

Read Read temperature.
Temperature
Measurement Grade Grade Above Grade Above
Attributes K 1 2
Compare and order 2 or 3 Measure using concrete
Length objects using language Approximate models that approximate
(shorter, longer, equal) standard units to standard units, such as one-
measure inch color tiles (SI and
customary)
Compare and order ONLY 2 Measure using nonstandard
Area surfaces using language
Use square tiles
units, such as square tiles.
(covers more, less, the
same)
Compare and order ONLY 2 Non-standard unit to Measure using nonstandard
Weight/Mass objects using language determine units, such as a beans or
(heavier, lighter, the same) marbles.
(SI and customary)
Compare and order ONLY 2 Measure using nonstandard
Capacity containers using language Non-standard unit to units, such as a bathroom cup
(holds more, less, the same) determine or jar
(SI and customary)
None None
Volume None
Compare and sequence Read and write time using five-
Time events (up to 3) according minute increments. Describe
to duration using language. Read and write to five activities that take about one
Read a calendar minutes second, one minute, and one
hour.
Compare situations or Read a thermometer to gather
Temperature objects according to Read data.
temperature using language
(hotter, colder, the same)