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Older Resources. The resources on this page have been aligned with the 2005–06 revised K–12 mathematics TEKS. However, they have not been fully updated with new material.

For fully updated versions of these activities, please consider purchasing Mathematics Standards in the Classroom.

(K.1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities.

(K.1.a) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects.

Clarifying Activity with Assessment Connections

Pairs of students use two small cups of pasta, cubes, beans, etc. Students pour objects out and line sets side by side. They verbally describe their sets. "I have two more pebbles than you." "We have the same number of cubes." "You have one less bean than I do."

Assessment Connections

Questioning . . .

Open with . . .

• Who has more in the cup, you or your partner?
• How do you know? (I have 2 more . . .)

Probe further with . . .

• How could you/did you find out?
• Could you line them up to compare?
• How many more/less do you have? Does your partner have? How did you figure this out?

Listen for . . .

• Does the student use appropriate language to compare quantities (such as, I have two more than Susie. We have the same.)
• Is the student counting? If so, what procedure does the student use to count?
• How comfortable and accurate is the student when counting?
• After counting, can the student accurately to describe the size of the set? That is, does the student know that the last number recited is the size of the set?

Look for . . .

• How does the student compare quantities? Does the student use one-to-one correspondence, line up, or count to compare quantities?
• If the student counts, what tracking strategy does the student use (touch and move, line-up, group, etc.)?
• How does the student decide how many more or less the partner has? Do they "just know", count, or use another strategy?
• If the student makes a mistake, what happens? Does the student self-correct, start over, or keep counting?

Future TEKS Connection

• Grade 1 TEKS Connection 1.1A

Additional Clarifying Activity

After students have listened to a book such as Always Room for One More by Nonny Horigan or a poem such as "Eight Balloons" from A Light in the Attic by Shel Silverstein, they identify if one more or one less occurs in each situation.

(K.1.b) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to use sets of concrete objects to represent quantities given in verbal or written form (through 20).

Clarifying Activity with Assessment Connections

Given dot or number cards, students make sets using buttons, cubes or pasta to show the quantity represented on the card.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your collection of buttons.

Probe further with . . .

• How did you figure out how to make your button collection?
• What number is on your number card? (How many dots are on your number card?)
• How many buttons are in your collection?
• Do you have the same number of buttons as the number (dots) on the card? Show me how you know this.

Listen for . . .

• Can the student explain procedures he used for creating the collection of a certain size?
• How comfortable and accurate is the student when counting?
• If the student makes a mistake, what happens? Does the student self-correct, start over, or keep counting?

Look for . . .

• Does the student show the quantity represented on the card?
• Does the student count (or use one-to-one correspondence) using number cards with dots?
• Can the student recognize number symbols if using number cards with symbols?
• What tracking strategy does the student use (touch and move, line-up, group, etc.)?
• Does the student use grouping of manipulatives to count more efficiently?

Future TEKS Connection

• Grade 1 TEKS Connection 1.1A

(K.1.c) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

Clarifying Activity with Assessment Connections

Students reach into a container holding 20 objects such as beans or buttons and grab a handful. They then count the beans and verbally tell the number they grabbed. Students can record their counting of these objects on most calculators by pressing +1 and then = for each object counted. For example, students prepare the calculator to count by ones by entering +1, place an object to be counted on their workmat, press the = key, say "one" and see "1" displayed on the calculator. Students place the second object on their workmat, press =, say "two" and see "2" displayed on the calculator, and so forth.

Assessment Connections

Questioning . . .

Open with . . .

• How many beans did you grab?

Probe further with . . .

• How did you figure this out?
• How does the number you see on your calculator connect to the number of (beans) on your workmat?

Listen for . . .

• Does the student explain appropriate counting procedures?
• Does the student's procedure lead to an accurate count?
• How comfortable and accurate is the student when counting?
• If the student makes a mistake, what happens? Does the student self-correct, start over, or keep counting?

Look for . . .

• Does the student use the calculator correctly?
• What tracking strategy does the student use (touch and move, line-up, group, etc.)?
• Does the student use number sense to compare amounts? (For example, I have 5 more so my # is greater.)

Future TEKS Connection

• Grade 1 TEKS Connection 1.1A

Additional Clarifying Activity

Students count in everyday situations such as the number of boys at school, the number of girls at school, the number of lunch boxes, etc.

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(K.2) Number, operation, and quantitative reasoning. The student describes order of events or objects.

(K.2.a) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to use language such as before or after to describe relative position in a sequence of events or objects.

Clarifying Activity with Assessment Connections

Students recall and orally sequence the events in familiar fairy tales and/or stories such as "Goldilocks tasted the porridge before she broke the chair."

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your story.

Probe further with . . .

• What happens in your story?
• What happens first in your story?
• When do the three bears go for a walk?
• When does Goldilocks decide to take a nap?
• What happens next?
• Can you draw some pictures that show me what happens in the story? Tell me about your pictures.

Listen for . . .

• Does the student use language, such as before or after, to tell the events in the story?
• Does the student use language such as first, before, after, next, last to describe the pictures?

Look for . . .

• Can the student represent the action of the events in the story?

Additional Clarifying Activity

Students describe events in the school day, such as "We go to music after lunch."

(K.2.b) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to name the ordinal positions in a sequence such as first, second, third, etc.

Clarifying Activity with Assessment Connections

Students count off to make sure that all of the students are in line. They first count off numbers and then count off ordinal positions. Students describe their place in line, such as "I am first in line today. Maria is third."

Assessment Connections

Questioning . . .

Open with . . .

• What position in line are you today?

Probe further with . . .

• How do you know?
• What position in line is Maria? How do you know?
• If Jose is third, what number will he call out?
• What position is before you in line? After you?

Listen for . . .

• Can the student relate ordinal and cardinal numbers? Does the student recognize that the student who is third in line will call out 3?
• Can the student name an ordinal position in a sequence?

Look for . . .

• If the student counts, what counting strategy does she use? (steps out and points to others, touches others, counts on fingers, etc.
• How far can a student count using ordinal numbers? ex. 20th, 21st

Additional Clarifying Activity

Students describe events in the school day, such as "We go to music after lunch."

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(K.3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole.

(K.3.a) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to share a whole by separating it into two equal parts.

(K.3.b) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to explain why a given part is half of the whole.

Clarifying Activity with Assessment Connections

Students use a paper model of a cookie or cracker to show how they would share one cookie or cracker fairly with a friend at snack time. Students then apply their plan for sharing with a real cookie or cracker.

Assessment Connections

Questioning . . .

Open with . . .

• How are you going to share your cracker?

Probe further with . . .

• Is this fair? Why?
• How much of the cracker did you get?
• Did you get half of the cracker?
• How do you know?

Listen for . . .

• Can the student justify why or why not it is fair?
• Can the student explain why a given part is half of a whole?
• Does the student explain the importance of the sizes being equal?

Look for . . .

• Does the student apply the plan?
• Are the pieces approximately equal?
• Does each student receive the same amount?
• How does the student distribute the pieces?
• Does every student get exactly one piece or do they share in another fashion?

Future TEKS Connection

• Grade 1 TEKS Connection 1.2A

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(K.4) Number, operation, and quantitative reasoning. The student models addition and subtraction.

(K.4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.

Clarifying Activity with Assessment Connections

While listening to a poem or story such as Over in the Meadow, students use story mats and edible goldfish to model situations described in the story. After hearing the story, students tell their own stories about joining and separating groups of goldfish to model addition and subtraction.

Example: Students tell a story about goldfish in a school.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me a story about goldfish in the school.

Probe further with . . .

• How many goldfish did you have at the beginning of your story?
• What happened?
• How many do you have now?

Listen for . . .

• Does the student use appropriate language to describe his/her story in order to model the joining or separating of groups? (2 fish are swimming, 2 fish swim over and join the school. Now there are 4 goldfish in the school.)

Look for . . .

• Can the student model the action of his story?
• Is the student using correct quantities to model his story?

Future TEKS Connection

• Grade 1 TEKS Connection 1.3A

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(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns.

(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

Clarifying Activity with Assessment Connections

Students use the objects in "junk boxes" to create interesting patterns to share with classmates. Students select a pattern to identify and extend.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your pattern.

Probe further with . . .

• How do you know this is a pattern? (Because it repeats over and over...red, green, blue, red, green, blue)
• Describe your pattern. What would come next in your pattern?
• How do you know that comes next?

Listen for . . .

• Can the student describe the critical attribute of her pattern? (My pattern is orange, green, blue, orange, green, blue.)
• Does the student understand the importance of repetition in a pattern?

Look for . . .

• What is the complexity of the student-created pattern? (a simple linear AB pattern or more complex linear patterns (ABCD, ABCD, . . .), or even a growing pattern.)
• How is the student making the pattern? Is the student extending from the left or right?
• Is it a horizontal pattern or a vertical pattern?

Future TEKS Connection

• Grade 1 TEKS Connection 1.4A

Additional Clarifying Activities

• Students listen to a rhythm instrument pattern demonstrated by the teacher, describe the pattern, and use rhythm instruments to extend the pattern and create their own rhythm patterns. As an extension, some students might want to invent symbols to record their rhythm patterns.
• Students work in pairs. One partner creates a physical movement pattern such as hopping three times on the left foot and two times on the right foot. The other partner identifies, copies, and extends the pattern.

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(K.6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions.

(K.6.a) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to use patterns to predict what comes next, including cause-and-effect relationships.

Clarifying Activity with Assessment Connections

During calendar time students predict, based upon the weather and what has happened previously on days with similar weather, whether P.E. will be held inside or outside. For example, "When it rains, we stay inside for P.E."

Assessment Connections

Questioning . . .

Open with . . .

• Where do you think P.E. will be today? Why?

Probe further with . . .

• What is the weather like today?
• Looking at the calendar and our P.E. schedule, what have you noticed? (For example, "When it rains, we stay inside for P.E.").
• Where was P.E. yesterday? Why?

Listen for . . .

• Can the student justify her prediction?
• Does the student use if/then statements?

Look for . . .

• Based on past experiences, can the student notice a pattern and make a cause-and-effect prediction?

Future TEKS Connection

• Grade 1 TEKS Connection 1.4A

Additional Clarifying Activity

Students start to line up for lunch in a boy-boy-girl pattern begun by the teacher. Then they predict who will come next and continue lining up following the established pattern.

(K.6.b) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to count by ones to 100.

Clarifying Activity with Assessment Connections

Students count the number of elapsed school days recorded each day during calendar time, with the goal being a celebration on the hundredth day of school.

Assessment Connections

Questioning . . .

Open with . . .

• How many days of school have we had so far this year?

Probe further with . . .

• How do you know?
• Count and see if you are correct.
• Do you recall how many days gone by that we counted yesterday? (Ex. 68) How many days have gone by now? (Ex. 69) How do you know?

Listen for . . .

• Can the student count by ones to 100?
• How accurate and comfortable is the student when counting?
• What happens when he makes a mistake? Does he or she start over? Does he or she self-correct?
• Where does the student make a mistake?
• Does the student notice the pattern in counting?
• Does the student over generalize the pattern? (Does the student make up numbers such as twenty-ten?)

Look for . . .

• What tracking system is used to count?
• Can the student use the pattern of numbers to find out the next number in a sequence?

Future TEKS Connection

• Grade 1 TEKS Connection 1.1D

Additional Clarifying Activity

Students count the objects in a counting book, such as I Can Count to 100... Can You? by Katherine Howard.

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(K.7) Geometry and spatial reasoning. The student describes the relative positions of objects.

(K.7.a) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to describe one object in relation to another using informal language such as over, under, above, and below.

Clarifying Activity with Assessment Connections

Students describe objects in the class. "The clock is over the chalkboard. The pans in the housekeeping center are under the cabinet. The lights are above our heads. Our book bags are below our coats in the closet."

Assessment Connections

Questioning . . .

Open with . . .

• I spy something above the chalkboard. What could it be?

Probe further with . . .

• Is the pencil sharpener above the chalkboard?
• Is the clock above the chalkboard?

Listen for . . .

• Does the student use appropriate language to describe objects in relation to one another? (The alphabet is above the chalkboard. The pencil sharpener is beside the chalkboard.)

Look for . . .

• Can the student correctly identify an object in a specified position?
• Does the student look in the direction of the object's position? ex. Does he look up for an object that is over and down for an object that is under?

(K.7.b) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to place an object in a specified position.

Clarifying Activity with Assessment Connections

Students select a desired object from a "junk box" and place the object in positions specified by the teacher such as, "Hold your button over your head. Put your key under the chair."

Assessment Connections

Questioning . . .

Open with . . .

• Put the key under your chair.

Probe further with . . .

• Is your key under the chair?
• Put your key below the chair.
• Put your key beneath the chair.
• What do you notice?
• Put your key over your head.
• What else could I say to get you put the key in the same place? (Put the key above your head.)

Listen for . . .

• Can the student use language to describe the position of an object?

Look for . . .

• Can the student place an object in a specified position?
• How confident is the student?
• Does the student self-monitor and self-correct?
• Does the student notice that there are a variety of ways of describe a position?

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(K.8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different.

(K.8.a) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to describe and identify an object by its attributes using informal language.

Clarifying Activity with Assessment Connections

Students reach into a "feely box" and describe the object they feel. For example, "I feel something round. I think it is a ball." Or "I feel something with a point. I think it is a pencil."

Assessment Connections

Questioning . . .

Open with . . .

• What do you feel?

Probe further with . . .

• Is it round? Flat? Hard? Soft?
• What shape is it?
• Do you feel any corners?
• What do you think it is?
• Draw a picture of how it may look.

Listen for . . .

• Can the student identify the attributes of an object through touch?
• Can the student describe (using informal language) attributes of an object?

Look for . . .

• Do the attributes in the student's pictorial representation match her description?

Future TEKS Connection

• Grade 1 TEKS Connection 1.6A

(K.8.b) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to compare two objects based on their attributes.

Clarifying Activity with Assessment Connections

Pairs of students pick two objects found in the classroom and discuss how they are alike and how they are different. For example, "A book and the tissue box are both hard."

Assessment Connections

Questioning . . .

Open with . . .

• How are the book and the box alike and how are they different?

Probe further with . . .

• Are they the same size?
• Are they the same shape? Why?
• What shape are they?
• Are they round? Flat? Hard? Soft?
• Do they have corners? How many?

Listen for . . .

• Can the students compare two objects in a variety of ways?
• Can the student describe how two objects are different and similar?
• What attributes does the student choose to use to make the comparisons?

Look for . . .

• Does the student touch, lift, or manipulate objects as he/she describes attributes?

Future TEKS Connection

• Grade 1 TEKS Connection 1.6A, B

(K.8.c) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. 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.

Clarifying Activity with Assessment Connections

Students sort a group of attribute (or pattern) blocks and explain the attribute used to sort. For example, "These blocks have three sides and these have more than three sides."

Assessment Connections

Questioning . . .

Open with . . .

• Tell me how you grouped your blocks.

Probe further with . . .

• How did you decide to put this block here?
• Where would you put this block?
• How are the blocks in this group the same?
• Are the blocks in this group different in some way? How?
• Is there another way that you can group the blocks?

Listen for . . .

• Can the student describe how the blocks were sorted?
• What attributes does the student use to describe objects?

Look for . . .

• Can the student sort blocks by their attributes?
• Is the student sorting by one attribute or more than one attribute?
• What is the attribute that the student is using to sort the blocks?
• Can the student sort by a variety of attributes?

Future TEKS Connection

• Grade 1 TEKS Connection 1.6A

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(K.9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures.

(K.9.a) Geometry and spatial reasoning. 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.

Clarifying Activity with Assessment Connections

Each student will bring an object from home that represents one of the geometric solids introduced in class. Students sort items according to attributes.

Assessment Connections

Questioning . . .

Open with . . .

• Why did you sort these objects this way? How are these things alike/different?

Probe further with . . .

• Do these objects roll? lay flat? slide?
• How many sides do these objects have?
• Does it have points? curves?
• Is there another way to sort these objects? How?
• What shape/solid does this remind you of? Why?

Listen for . . .

• Does the student use appropriate language when describing objects? (All of these can roll.)
• Can the student explain his or her reasons for his or her sorting (i.e., attributes)?

Look for . . .

• Does the student sort objects in logical ways (by attribute)?

Future TEKS Connection

• Grade 1 TEKS Connection 1.6A, B

Additional Clarifying Activity

Students orally describe how an orange and a tennis ball are alike and different.

(K.9.b) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures.

Clarifying Activity with Assessment Connections

Students go on a "Shape Hunt" in the classroom or on a neighborhood walk. They identify the shapes they see in common objects and later use pictures to record them in their journals.

Assessment Connections

Questioning . . .

Open with . . .

• What shapes do you see?

Probe further with . . .

• What is the shape of the bottom of the tissue box? (rectangle) How do you know?
• How many sides does it have?
• Is the bottom of the tissue box a square (square-rectangle)? Why?
• What is the shape of the face of the clock? How do you know?
• What else in this room is the same shape as the clock? Why?
• Do you see any triangles?
• How do you know this is a triangle?
• How many corners does it have?
• How many sides does it have?
• Is there something else that is a triangle?
• How are these triangles the same? (three sides, three corners)
• How are these triangles different? (This one is larger. This one has a really long side. This one has a skinny corner.)

Listen for . . .

• Can the student recognize shapes in real-life objects?
• Does the student use appropriate language when describing objects?
• Can the student explain reasons for the identification of the shape of the real-life objects?

Look for . . .

• Do the pictures in their journals reflect the shape attributes that the student described?
• Does the student label the picture?

Future TEKS Connection

• Grade 1 TEKS Connection 1.6B

(K.9.c) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).

Clarifying Activity with Assessment Connections

Students play "I Spy," describing various shapes in the classroom. One student says, "I spy something with stars on it. What shape is it?" Other students guess the item (a poster) and its shape (a rectangle).

Assessment Connections

Questioning . . .

Open with . . .

• What is the shape?

Probe further with . . .

• What is (Maria) describing?
• What shape is this?
• How do you know?
• How many sides does this have?
• How many corners does this have?
• Is this a triangle? How do you know? (No, it is a rectangle.)
• How is a triangle different from a rectangle? (It has four sides, not three sides.)
• Is this shape also a square? How do you know?
• Is this shape also a rectangle? How do you know? (For example, if the shape is a square rectangle, the student might answer, "It is a rectangle and a square. All squares are rectangles. They have four sides.")

Listen for . . .

• Can the student describe shapes?
• Can the student use appropriate language to describe shapes?

Look for . . .

• With what attributes does the student compare? (sides, corners, length)

Future TEKS Connection

• Grade 1 TEKS Connection 1.6B

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(K.10) Measurement. 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.10.a) Measurement. 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. The student is expected to compare and order two or three concrete objects according to length (longer/shorter than, or the same).

Clarifying Activity with Assessment Connections

Pairs of students are given a length of string and find objects in the classroom that are about the same length as, shorter than, and longer than the string.

Assessment Connections

Questioning . . .

Open with . . .

• Is there something in the room that is about the same length as this string? How can you find out?

Probe further with . . .

• What is something shorter? How do you know it is shorter?
• What is something longer? How do you know it is longer?

Listen for . . .

• Does the student use language to describe the way they compared the length of the string to the length of the object? ("The string hangs off," or "the string is much longer.")
• Does the student use language describing the attributes of length such as longer/shorter/about the same?

Look for . . .

• How does the student place the string in comparison to the object?
• Does the student make sure the string is extended?
• Does the student understand conservation of length when comparing objects?

Future TEKS Connection

• Grade 1 TEKS Connection 1.8A

(K.10.b) Measurement. 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. The student is expected to compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same).

(K.10.c) Measurement. 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. The student is expected to compare two containers according to capacity (holds more, holds less, or holds the same).

Clarifying Activity with Assessment Connections

Students work in pairs with two different containers at the sand or water table and use a laundry detergent scoop to fill each container. One partner scoops as the other partner makes a tower of linking cubes to represent the number of scoops required to fill each container. Students then use the towers to help them compare the capacities of the two containers. For example, "The square vase holds more than the round cup because it took more scoops to fill it."

Assessment Connections

Questioning . . .

Open with . . .

• Which container holds more? How do you know?

Probe further with . . .

• How many scoops do you need to fill the square vase?
• How many scoops do you need to fill the round cup?
• Which tower of linking cubes is shorter (longer)? How do you know?
• Which container filled with water is lighter? How do you know?

Listen for . . .

• Can the student use informal language to compare two concrete objects according to length (shorter or longer), capacity (holds more or holds less), or weight (lighter or heavier)?
• Can the student explain her strategy and thinking?

Look for . . .

• How did the students decide which container holds more?
• Can the student compare concrete objects according to length, capacity, and weight?
• Does the student notice that the size of units must be the same to compare the capacity of the objects? That is, are the scoops a consistent size?
• How did the student decide which tower was shorter? Did he or she line up the towers? Did he or she compare the number of blocks?

Future TEKS Connection

• Grade 1 TEKS Connection 1.7A

(K.10.d) Measurement. 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. The student is expected to compare two objects according to weight/mass (heavier than, lighter than or equal to).

(K.10.e) Measurement. 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. The student is expected to compare situations or objects according to relative temperature (hotter/colder than, or the same as).

Clarifying Activity with Assessment Connections

Students feel the outside of two containers, one containing ice water and the other containing hot water. They describe and compare what they feel.

Assessment Connections

Questioning . . .

Open with . . .

• Which of these containers do you think has ice water in it? How do you know?

Probe further with . . .

• Can you describe how each container feels?
• Which container feels hotter (colder)?
• How would the temperature of the water inside the containers compare? Why?
• Which container has hot water in it? How do you know?

Listen for . . .

• Can the student describe the temperature of the containers?
• Can the student justify his or her responses?

Look for . . .

• Can the student compare the temperature of objects?
• Does the student relate the temperature of the container with the temperature of the water inside?

Additional Clarifying Activity

During daily calendar time, students discuss everyday situations according to the temperature. For example, "In the summer, it is hotter outside than inside."

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

(K.11.a) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected compare events according to duration such as more time than or less time than.

Clarifying Activity with Assessment Connections

During circle time, students discuss and decide which takes more time—brushing your teeth or eating breakfast, blinking your eye or listening to the teacher read a book.

Assessment Connections

Questioning . . .

Open with . . .

• What takes less time than eating lunch in the cafeteria?

Probe further with . . .

• Which takes less time, eating lunch in the cafeteria or saying the alphabet 1 time? Why do you think so?

Listen for . . .

• Can the student justify his or her answer? (For example, "I can say the alphabet lots of times during lunch.")

Look for . . .

• Is the student's answer reasonable?

(K.11.b) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected sequence events (up to three).

Clarifying Activity with Assessment Connections

During circle time, students orally sequence daily events in the classroom. "First we put our coats up in the morning, next we have the calendar, then we go to centers, and last we go home." Or "We eat lunch, have rest time, then listen to a book."

Assessment Connections

Questioning . . .

Open with . . .

• What are the things that we do each day here at school?

Probe further with . . .

• What is the first thing we do after we get here?
• What comes next?
• Then what do we do?
• What is the last thing we do before we go home?
• Can you draw some pictures that show me what happens in the school each day? Tell me about your pictures.

Listen for . . .

• Does the student use language that describes the relative position in a sequence of events?

Look for . . .

• Can the student sequence events?
• Can the student draw pictorial representations of the relative sequence of events?

Future TEKS Connection

• Grade 1 TEKS Connection 1.8C

(K.11.c) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected read a calendar using days, weeks, and months.

Clarifying Activity with Assessment Connections

The students determine how long until the 100th day (or some other special day).

Assessment Connections

Questioning . . .

Open with . . .

• How long is it until the 100th day? How can we find out?

Probe further with . . .

• What is your plan to find this out?
• When is the 100th day?
• What day is today? (For example, "Today is Monday, November 14, 2005.")
• What day of the week is it?
• What month is it?
• What is the date?
• How long is it until the 100th day?
• How many months are there until the 100th day?
• How can you use the calendar to find out?
• How many weeks are there until the 100th day?
• How can we find how many days until 100th day?
• Can we count the days until the 100th day?
• How do we know we are right? Does it seem reasonable?

Listen for . . .

• Can the student read the calendar using days, weeks, and months?
• Does the student count or guess?
• Does the student use appropriate language to communicate her solutions?
• Can the student count accurately?

Look for . . .

• Can the student develop a plan (with guidance)?
• Can the student carry out the plan (with guidance)?
• Can the student evaluate for reasonableness?
• Where does the student begin to count (from today's date or the beginning of the month)?
• What is the sophistication of the counting technique used by the student?
• What tracking strategy does the student use to count? (touching, fingers, calendar days, etc.)

Future TEKS Connection

• Grade 1 TEKS Connection 1.8B

Additional Clarifying Activity

Students orally tell the date during daily circle time by reading the class calendar. For example, "Today is Monday, January 22, 1997."

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(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions.

(K.12.a) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to construct graphs using real objects or pictures in order to answer questions.

(K.12.b) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to use information from a graph of real objects or pictures in order to answer questions.

Clarifying Activity with Assessment Connections

Students find the answer to the question, "What kind of shoes do students wear in our class?" by each student taking off one shoe, sorting the shoes into like groups (laces, no laces, velcro, etc.), then graphing the groups on the floor. At a later time, students cut pictures that represent their own shoes from catalogs and use the pictures to create a class graph.

Students decide from the shoe graph what kind of shoes the store needs to have based upon the information they see... "The store needs to have more shoes with velcro because we had more kids who wear velcros shoes in our class."

Assessment Connections

Questioning . . .

Open with . . .

• What does the graph tell us about the shoes we wear in our class? How do you know?

Probe further with . . .

• What can you tell us about the graph? What else could you tell us?
• How many shoes are on the whole graph?
• How many more ____ are there than ____?
• How many fewer ____ are there than ____?
• What is a different way we could group our shoes?
• What kinds of shoes would a store need to have for us to buy the shoes we wear most?

Listen for . . .

• Does the student use appropriate language to describe attributes of shoe categories? ("All of these had laces.")
• When student is describing the graph, does he or she describe the quantities accurately?

Look for . . .

• Can the student use the information on the graph to answer questions?
• Does the student count or guess to find and compare quantities?
• Does the student understand concepts of "more than"?
• Does the student understand the concept "less than"?
• Does student look for critical attributes to categorize shoes?
• Does the student use 1-1 correspondence to compare and describe quantity?

Future TEKS Connection

• Grade 1 TEKS Connection 1.9A, B; 1.10A

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(K.13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school.

(K.13.a) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to identify mathematics in everyday situations.

Clarifying Activity with Assessment Connections

The students determine how long until the 100th day (or some other special day).

Assessment Connections

Questioning . . .

Open with . . .

• How long is it until the 100th day? How can we find out?

Probe further with . . .

• What is your plan to find this out?
• When is the 100th day?
• What day is today? (For example, "Today is Monday, November 14, 2005.")
• What day of the week is it?
• What month is it?
• What is the date?
• How long is it until the 100th day? How do you know?
• How many months are there until the 100th day? How do you know?
• How can you use the calendar to find out?
• How many weeks are there until the 100th day?
• How can we find how many days until 100th day?
• Can we count the days until the 100th day? Is there another way?
• How do we know we are right? Does it seem reasonable?
• Can the student read the calendar using days, weeks, and months?
• Does the student count or guess?
• Does the student use appropriate language to communicate his or her solutions?
• Can the student count accurately?

Listen for . . .

• Does the student count or guess?
• Does the student use appropriate language to communicate his or her solutions?
• Can the student count accurately?

Look for . . .

• Can the student use the information on the graph to answer questions?
• Does the student count or guess to find and compare quantities?
• Does the student understand the concept of "more than"?
• Does the student understand the concept of "less than"?
• Does student look for critical attributes to categorize shoes?
• Does the student use 1-1 correspondence to compare and describe quantity?

Future TEKS Connection

• Grade 1 TEKS Connection 1.9A, B; 1.10A

(K.13.b) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

Clarifying Activity with Assessment Connections

Students work as a class to solve the problem, "How can we line up for our class picture, tallest to shortest?" They design a plan to solve the problem, carry out the plan, and discuss whether they think the plan has resulted in the class being lined up properly.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your plan to figure out how we can line up for our class picture from tallest to shortest.

Probe further with . . .

• Do you have a plan?
• What is your plan?
• What were you thinking about as you were developing your plan?
• Do you think your plan will work? What will you do if it doesn't work?
• Where might you have some trouble in carrying out your plan? Do you have a back-up plan?
• How can we carry out your plan? What should we do first?
• Did your plan work?

Listen for . . .

• Can the student clearly describe a reasonable plan to solve the problem?
• Does the student suggest more than one strategy to solve the problem?

Look for . . .

• Can the plan solve the problem?
• How sophisticated is the plan?
• Can the student carry out the plan described? That is, does the student's work match the plan?
• Can the student self monitor and self correct? What happens if the student's plan does not work?
• Does the student evaluate the reasonableness of the solution?

Future TEKS Connection

• Grade 1 TEKS Connection 1.11C

(K.13.c) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.

Clarifying Activity with Assessment Connections

During each problem-solving situation, such as in K.13B, students try different ways to solve the problem and select an appropriate strategy, such as acting it out. Teachers focus students' thinking onto the type of strategy used, by asking questions such as, "What did you think about doing to solve the problem? What did you actually do to solve the problem? Why did you decide to do that instead of something else?"

For example: The students determine how long until the 100th day (or some other special day).

Assessment Connections

Questioning . . .

Open with . . .

• How long is it until the 100th day? How can we find out?

Probe further with . . .

• What is your plan to find this out?
• What did you think about doing to solve the problem?
• What did you actually do to solve the problem? How did you carry out your plan? What did you do first?
• Why did you decide to do that instead of something else?
• Did you have a back-up plan?
• Did your plan work? Is your solution reasonable?
• When is the 100th day?
• What day is today? (For example, "Today is Monday, November 14, 2005.")
• What day of the week is it?
• What month is it?
• What is the date?
• How long is it until the 100th day?
• How many months are there until the 100th day?
• How can you use the calendar to find out?
• How many weeks are there until the 100th day?
• How can we find how many days until 100th day?
• Can we count the days until the 100th day?
• How do we know we are right? Does it seem reasonable?

Listen for . . .

• Can the student read the calendar using days, weeks, and months?
• Does the student count or guess?
• Does the student use appropriate language to communicate his or her solutions?
• Can the student count accurately?

Look for . . .

• Can the student develop a plan (with guidance)?
• Can the student carry out the plan (with guidance)?
• Can the student evaluate for reasonableness?
• Where does the student begin to count (from today's date or the beginning of the month)?
• What is the sophistication of the counting technique used by the student?

(K.13.d) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

Clarifying Activity with Assessment Connections

The students use tools to connect numbers to quantities. For example, students reach into a container holding 20 objects such as beans or buttons and grab a handful. They then count the beans and verbally tell the number they grabbed. Students can record their counting of these objects on most calculators by pressing +1 and then = for each object counted. For example, students prepare the calculator to count by ones by entering +1, place an object to be counted on their workmat, press the = key, say "one" and see "1" displayed on the calculator. Students place the second object on their workmat, press =, say "two" and see "2" displayed on the calculator, and so forth.

Assessment Connections

Questioning . . .

Open with . . .

• How many beans did you grab?

Probe further with . . .

• How did you figure this out?
• How does the number you see on your calculator connect to the number of (beans) on your workmat?

Listen for . . .

• Does the student explain appropriate counting procedures?
• Does the student's procedure lead to an accurate count?

Look for . . .

• Can the student use the calculator correctly?
• How comfortable and accurate is the student when counting?
• If the student makes a mistake, what happens? Does the student self-correct, start over, or keep counting?

Additional Clarifying Activity

Students work in the block center to find out how many trips a toy truck that holds 3 square blocks must make to move 15 square blocks across the block bridge to the other side.

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(K.14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language.

(K.14.a) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to communicate mathematical ideas using objects, words, pictures, numbers, and technology.

Clarifying Activity with Assessment Connections

Students record in personal or class journals, using pictures or words, the strategy used and the solution to a problem.

Assessment Connections

Questioning . . .

Open with . . .

• What do you feel?

Probe further with . . .

• Is it round? Flat? Hard? Soft?
• What shape is it?
• Do you feel any corners?
• What do you think it is?
• Draw a picture in your math journal of how it may look.

Listen for . . .

• Can the student identify the attributes of an object through touch?
• Can the student describe (using informal language) attributes of an object?

Look for . . .

• Do the attributes in the student's pictorial representation match her description?

Future TEKS Connection

• Grade 1 TEKS Connection 1.12A

(K.14.b) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to relate everyday language to mathematical language and symbols.

Clarifying Activity with Assessment Connections

Students explain to a partner (parent, teacher, tutor, etc.) their individual or class journal entry about how they solved a problem, such as students use a paper model of a cookie or cracker to show how they would share one cookie or cracker fairly with a friend at snack time. Students then apply their plan for sharing with a real cookie or cracker.

Assessment Connections

Questioning . . .

Open with . . .

• How are you going to share your cracker?

Probe further with . . .

• Is this fair? Why?
• How much of the cracker did you get?
• Did you get half of the cracker?
• How do you know?

Listen for . . .

• Can the student justify why or why not it is fair?
• Can the student explain why a given part is half of a whole?
• Does the student explain the importance of the sizes being equal?
• Can students use everyday language to communicate about mathematics?

Look for . . .

• Does the student apply the plan? Are the pieces approximately equal?
• Does each student receive the same amount?
• How does the student distribute the pieces?
• Does every student get exactly one piece or do they share in another fashion?

Future TEKS Connection

• Grade 1 TEKS Connection 1.12B

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(K.15) Underlying processes and mathematical tools. The student uses logical reasoning.

(K.15) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

Clarifying Activity with Assessment Connections

Students explain and demonstrate how they used attributes to sort a set of objects into two groups.

For example: Each student will bring an object from home that represents one of the geometric solids introduced in class. Students sort items according to attributes.

Assessment Connections

Questioning . . .

Open with . . .

• Why did you sort these objects this way? How are these things alike/different?

Probe further with . . .

• Do these objects roll? lay flat? slide?
• How many sides do these objects have?
• Does it have points? curves?

Listen for . . .

• Does the student use appropriate language when describing objects? (All of these can roll.)
• Can the student explain his or her reasons for the sorting (ie. attributes)?

Look for . . .

• Does the student sort objects by an attribute?

Future TEKS Connection

• Grade 1 TEKS Connection 1.13A

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