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Texas Standards

1st Grade Math TEKS

All 50 Texas math standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

50 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
1.1(A)
Apply math to situations in daily life, the community and jobs, like figuring out how many more chairs a party needs.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
1.1(B)
Solve a problem in steps by noting the facts, planning, finding an answer, backing it up, and asking if the answer is reasonable.
Official wording
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;
1.1(C)
Choose fitting tools and strategies, like base-ten blocks, a number line app, mental math or estimating, to solve a problem.
Official wording
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)
Show math reasoning several ways, like with number sentences, pictures, tally charts and words.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
1.1(E)
Create and use models like ten frames or number lines to organize, record and share math thinking.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
1.1(F)
Notice how math ideas relate and explain the link, like seeing that 8 + 2 and 2 + 8 both make 10.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
1.1(G)
Explain and back up math ideas with exact math words when talking or writing, like using sum and difference correctly.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

16 standards
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.
1.2(A)
Know how many are in an organized group at a glance, like the dots on a ten frame or a domino, without counting one by one.
Official wording
recognize instantly the quantity of structured arrangements;
1.2(B)
Use objects and drawings to build and break apart numbers up to 120 in several ways with hundreds, tens and ones, like 34 as 2 tens and 14 ones.
Official wording
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)
Show numbers up to 120 with objects, pictures, expanded form and standard form, like 47 = 40 + 7.
Official wording
use objects, pictures, and expanded and standard forms to represent numbers up to 120;
1.2(D)
Come up with a number that is larger or smaller than one given, for numbers up to 120, like 85 or 62 for 74.
Official wording
generate a number that is greater than or less than a given whole number up to 120;
1.2(E)
Compare two whole numbers up to 120 by their tens and ones, using words like greater than and less than.
Official wording
use place value to compare whole numbers up to 120 using comparative language;
1.2(F)
Put whole numbers up to 120 in order by looking at tens and ones and by placing them on an open number line.
Official wording
order whole numbers up to 120 using place value and open number lines; and
1.2(G)
Write comparisons of two numbers up to 100 with the symbols >, < and =, like 45 > 38.
Official wording
represent the comparison of two numbers to 100 using the symbols >, <, or =.
The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.
1.3(A)
Use objects and drawings to add a one-digit number to a multiple of ten, staying under 100, like 60 + 8 = 68.
Official wording
use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;
1.3(B)
Use objects and pictures to solve word problems within 20 about joining, separating or comparing groups, with the missing number in any spot, like 3 + ? = 7.
Official wording
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)
Make 10 by adding two or more numbers, with or without objects, like 3 + 3 + 4.
Official wording
compose 10 with two or more addends with and without concrete objects;
1.3(D)
Add and subtract within 20 with fact strategies such as making a ten, like solving 8 + 5 as 8 + 2 + 3.
Official wording
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 the thinking behind solving an addition or subtraction problem up to 20 with words, objects, drawings and number sentences.
Official wording
explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
1.3(F)
Write and solve a story problem that matches a given addition or subtraction sentence within 20, like a story for 12 - 5.
Official wording
generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions.
1.4(A)
Identify pennies, nickels, dimes and quarters by their value and explain how they relate, like two nickels equal one dime.
Official wording
identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;
1.4(B)
Write the value of a coin with the cent sign, like 5¢ for a nickel.
Official wording
write a number with the cent symbol to describe the value of a coin; and
1.4(C)
Find what a group of pennies, nickels and dimes is worth by skip counting by tens, fives and twos, like 10, 20, 25, 26 cents.
Official wording
use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.

Algebraic reasoning

7 standards
The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
1.5(A)
Say numbers in order counting up or down from any starting number between 1 and 120, like 98, 99, 100, 101.
Official wording
recite numbers forward and backward from any given number between 1 and 120;
1.5(B)
Skip count by twos, fives or tens to find how many objects are in a set of up to 120, like counting pairs of socks by twos.
Official wording
skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
1.5(C)
Find the number 10 more and 10 less than any number up to 120, like 53 and 33 for 43.
Official wording
use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
1.5(D)
Show addition and subtraction word problems within 20 with objects, drawings and number sentences.
Official wording
represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;
1.5(E)
Know that the equal sign shows both sides have the same value, like 4 + 3 = 5 + 2.
Official wording
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)
Work out a missing number anywhere in an addition or subtraction equation of three or four numbers, like 9 - ? = 4 or 2 + ? + 3 = 8.
Official wording
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; and
1.5(G)
Use properties like changing the order or grouping to add or subtract two or three numbers, like 7 + 6 + 3 as 7 + 3 + 6.
Official wording
apply properties of operations to add and subtract two or three numbers.

Geometry and measurement

13 standards
The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
1.6(A)
Sort regular and irregular flat shapes into groups by their features, using everyday words like corners and sides.
Official wording
classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
1.6(B)
Tell features that define a flat or solid shape, like three sides for a triangle, from ones that do not, like color or size.
Official wording
distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;
1.6(C)
Build or draw flat shapes such as circles, triangles, rhombuses, hexagons, rectangles and squares, which are special rectangles.
Official wording
create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;
1.6(D)
Identify circles, triangles, rhombuses, hexagons and rectangles, including squares, and describe their sides and vertices with correct math words.
Official wording
identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;
1.6(E)
Name solid shapes such as cubes, spheres, cones, cylinders, rectangular prisms and triangular prisms, and use math words to describe their faces and vertices.
Official wording
identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
1.6(F)
Put two, three or four shapes together to make a target shape, in more than one way when possible, like two triangles making a square.
Official wording
compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;
1.6(G)
Split flat shapes into two or four equal parts and describe the parts with words like halves and fourths.
Official wording
partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and
1.6(H)
Tell which pictures show halves and fourths and which do not, like a pizza cut into four unequal slices.
Official wording
identify examples and non-examples of halves and fourths.
The student applies mathematical process standards to select and use units to describe length and time.
1.7(A)
Measure how long objects are with tools like a ruler, building the idea that length is an unbroken distance, not a set of separate pieces.
Official wording
use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
1.7(B)
Show that length is how many equal units fit from one end of an object to the other, lined up without gaps or overlaps, like 6 paper clips long.
Official wording
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;
1.7(C)
Measure the same thing with two sizes of units, like paper clips and cubes, and tell how and why the two counts differ.
Official wording
measure the same object/distance with units of two different lengths and describe how and why the measurements differ;
1.7(D)
State how long something is to the closest whole unit, giving both the number and the unit, like about 7 inches.
Official wording
describe a length to the nearest whole unit using a number and a unit; and
1.7(E)
Read clocks with hands and digital clocks to the hour and half hour, like 3:00 or 3:30.
Official wording
tell time to the hour and half hour using analog and digital clocks.

Data analysis

3 standards
The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.
1.8(A)
Collect information and sort it into up to three groups, recording it with tally marks or a T-chart.
Official wording
collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;
1.8(B)
Make picture graphs and bar-type graphs from collected data, like a graph of favorite pets.
Official wording
use data to create picture and bar-type graphs; and
1.8(C)
Read picture and bar-type graphs to draw conclusions and to ask and answer questions, like how many more chose dogs than cats.
Official wording
draw conclusions and generate and answer questions using information from picture and bar-type graphs.

Personal financial literacy

4 standards
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
1.9(A)
Define income as money earned by working, like pay for mowing lawns.
Official wording
define money earned as income;
1.9(B)
Identify income as a way to pay for goods and services, often choosing between wants and needs.
Official wording
identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;
1.9(C)
Tell spending apart from saving, like buying a toy now versus keeping money in a piggy bank.
Official wording
distinguish between spending and saving; and
1.9(D)
Think about giving to charity, like donating some saved money to help an animal shelter.
Official wording
consider charitable giving.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.