TEKS STUDY 2006

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TEKS STUDY2006

• Kindergarten
• Whats New?

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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.

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numerical fluency withconceptual 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.

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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.

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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)

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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?

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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

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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
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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.

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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?

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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.

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know basic facts TEKS Expectations
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• Kindergarten
• Student Expectations
• A Closer Look

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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.

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K.1B use sets of concrete objects to represent
quantities given in verbal or written from
(through 20).

• Whats 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.

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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.

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K.1C use numbers to describe how many objects are
in a set (through 20) using verbal and symbolic
descriptions.

• Whats new? Students will be asked to give verbal
  and symbolic descriptions of a set of objects.

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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.

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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.
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K.3A share a whole by separating it into two
equal parts.

• Whats new? The new language is two equal parts.
  Kindergarten students need to understand the
  concept of half.

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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?

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TEKS K.4

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

Whats new? The words joining and separating have
been added to the knowledge statement.
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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.

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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.
Whats new? The TEKS now specify including two-
and three- dimensional geometric shapes in
sorting activities.
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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.
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TEKS K.9

• K.9 The student recognizes attributes of two- and
  three-dimensional geometric figures. The student
  is expected to
• Describe and compare the attributes of real-life
  objects such as balls, boxes, cans, and cones or
  models of three-dimensional geometric figures
• Recognizes shapes in real-life three-dimensional
  geometric figures or models of three-dimensional
  geometric figures and
• Describe, identify, and compare circles,
  triangles, rectangles, and squares (a special
  type of rectangle).

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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
Whats new? The examples of balls, boxes, cans,
and cones have been added. Wording has changed to
more formal language (three-dimensional figures).
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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.
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K.9B Recognizes shapes in real-life
three-dimensional geometric figures or models of
three-dimensional geometric figures.
Whats new? The language has been changed from
solids to three-dimensional geometric figures.
The content is still the same.
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K.9C describe, identify, and compare circles,
triangles, rectangles, and squares (a special
type of rectangle).

• Whats 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.

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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.

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K.10 K.11 Measurement

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TEKS 3.11 and 3.12 Measurement

• 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?

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K.10A Compare and order two or three concrete
objects according to length (longer/shorter than,
or the same).

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

• Whats new? This is entirely new to kindergarten.

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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.

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K.10C Compare two containers according to
capacity (holds more, holds less, or holds the
same).

• Whats new? Again, the comparison words have
  been expanded (holds the same) to clarify the
  meaning of this student expectation.

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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?

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K.10D Compare two objects according to
weight/mass (heavier than, lighter than or equal
to).

• Whats 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.

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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.

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K.10E Compare situations or objects according to
relative temperature (hotter/colder than, or the
same as).

• Whats new? Again, the comparison words have
  been expanded to include the same as.

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K.11B Sequence events (up to three).

• Whats new? The number of events (up to three)
  has been added to this expectation.

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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.

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• Elementary Mathematics TEKS Implementation
• 2006-2007
• New TEKS implemented in classrooms.
• NEW TEKS may be tested on district assessments.

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Resources

• Elementary and Middle School Mathematics by John
  Van de Walle
• Math at Hand by Great Source

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• 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?)

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