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Texas Standards

Kindergarten Math TEKS

All 36 Texas math standards for kindergarten, each explained in plain English. The official wording is one click away under each one.

36 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
K.1(A)
Use math to solve real problems from home, school and work, like counting out enough cups for everyone at a table.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
K.1(B)
Work through a problem by figuring out what is known, making a plan, solving it, explaining the answer and checking it makes sense.
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;
K.1(C)
Pick tools and methods that fit a problem, like counting bears, paper and pencil, a math app, or a quick estimate.
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;
K.1(D)
Share math thinking in more than one way, like with numbers, drawings, simple charts and spoken words.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
K.1(E)
Make drawings, models or charts to organize math ideas and show them to others, like five dots drawn for five apples.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
K.1(F)
Look for how math ideas connect and talk about them, like noticing that 4 and 1 make the same total as 3 and 2.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
K.1(G)
Show, explain and defend math ideas with accurate math words, aloud or in writing, like saying a square has four equal sides.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

13 standards
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.
K.2(A)
Count up and count back to at least 20, both while touching objects and without them.
Official wording
count forward and backward to at least 20 with and without objects;
K.2(B)
Read and write numbers from 0 to at least 20, and show each amount with or without objects and pictures.
Official wording
read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
K.2(C)
Count up to at least 20 objects and show that the final number counted tells how many, however the objects are arranged.
Official wording
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;
K.2(D)
Know how many are in a small group at a glance without counting, like the dots on a die or a scattered handful of buttons.
Official wording
recognize instantly the quantity of a small group of objects in organized and random arrangements;
K.2(E)
Use objects and drawings to make a set with more, fewer or the same number as a given number up to 20.
Official wording
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;
K.2(F)
Name the number that comes one before or one after a given number up to at least 20, like 13 and 15 for 14.
Official wording
generate a number that is one more than or one less than another number up to at least 20;
K.2(G)
Compare two groups of up to 20 objects using words like more, fewer and the same as.
Official wording
compare sets of objects up to at least 20 in each set using comparative language;
K.2(H)
Compare two written numbers up to 20 with words, like saying 17 is greater than 12.
Official wording
use comparative language to describe two numbers up to 20 presented as written numerals; and
K.2(I)
Break apart and put together numbers up to 10 using objects and drawings, like 7 as 5 and 2.
Official wording
compose and decompose numbers up to 10 with objects and pictures.
The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems.
K.3(A)
Act out addition as putting groups together and subtraction as taking some away, like adding and removing blocks.
Official wording
model the action of joining to represent addition and the action of separating to represent subtraction;
K.3(B)
Solve word problems with objects and drawings, adding to totals up to 10 and subtracting within 10.
Official wording
solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
K.3(C)
Explain how an addition or subtraction problem within 10 was solved, using words, objects, pictures and number sentences like 3 + 2 = 5.
Official wording
explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.
The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions.
K.4
Name U.S. coins on sight, including the penny, nickel, dime and quarter.
Official wording
identify U.S. coins by name, including pennies, nickels, dimes, and quarters.

Algebraic reasoning

1 standard
The student applies mathematical process standards to identify the pattern in the number word list.
K.5
Count aloud by ones and by tens to at least 100, starting from any number, like 37, 38, 39 or 23, 33, 43.
Official wording
recite numbers up to at least 100 by ones and tens beginning with any given number.

Geometry and measurement

8 standards
The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
K.6(A)
Name flat shapes such as circles, triangles, squares and rectangles, and know a square is a special rectangle.
Official wording
identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;
K.6(B)
Spot solid shapes in the world around them, like a can as a cylinder, a party hat as a cone, a ball as a sphere and a die as a cube.
Official wording
identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
K.6(C)
Find the flat shapes on the faces of solid objects, like the squares on a cube or the circle at the end of a can.
Official wording
identify two-dimensional components of three-dimensional objects;
K.6(D)
Describe features of flat shapes using both everyday and math words, like calling a point a corner or a vertex.
Official wording
identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;
K.6(E)
Sort flat and solid shapes, both regular and irregular, into groups no matter how they are turned or how big they are.
Official wording
classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and
K.6(F)
Make flat shapes from different materials and by drawing, like a triangle from three straws.
Official wording
create two-dimensional shapes using a variety of materials and drawings.
The student applies mathematical process standards to directly compare measurable attributes.
K.7(A)
Give an example of something about an object that can be measured, like how long it is, how much it holds, or how heavy it is.
Official wording
give an example of a measurable attribute of a given object, including length, capacity, and weight; and
K.7(B)
Compare two objects by one measurable trait, like length or weight, to tell which has more or less and describe how they differ.
Official wording
compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

Data analysis

3 standards
The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.
K.8(A)
Gather information and sort it into two or three groups, like class votes for a favorite fruit.
Official wording
collect, sort, and organize data into two or three categories;
K.8(B)
Make graphs with real objects or pictures to show collected data, like lining up shoes by color.
Official wording
use data to create real-object and picture graphs; and
K.8(C)
Draw conclusions from graphs made of real objects or pictures, like telling which group has the most.
Official wording
draw conclusions from real-object and picture graphs.

Personal financial literacy

4 standards
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
K.9(A)
Name ways people earn money, like working at a job or selling lemonade.
Official wording
identify ways to earn income;
K.9(B)
Tell the difference between money earned as pay and money given as a present.
Official wording
differentiate between money received as income and money received as gifts;
K.9(C)
List simple skills that jobs need, like a cook measuring or a cashier counting change.
Official wording
list simple skills required for jobs; and
K.9(D)
Tell wants apart from needs, like a toy versus a coat, and identify earned money as a way to pay for both.
Official wording
distinguish between wants and needs and identify income as a source to meet one's wants and needs.

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.