Vertical Alignment Chart Kindergarten Through Grade 6
2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 61
The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without theexpress written permission of TEA, except under the following conditions:Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materialsfor the districts’ and schools’ educational use without obtaining permission from TEA.Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only withoutobtaining written permission of TEA.Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only thecost of reproduction and distribution may be charged.Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or anyentity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will berequired to enter into a license agreement that may involve the payment of a licensing fee or a royalty.For information contact:Office of Copyrights, Trademarks, License Agreements, and Royalties,Texas Education Agency,1701 N. Congress Ave., Austin, TX 78701-1494;phone: 512-463-9270 or 512-463-9437;email: copyrights@tea.state.tx.us. 2013 Texas Education Agency All Rights Reserved 2013 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 62
KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace.(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluatingthe problem-solving process and the reasonableness of the solution.(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and numbersense as appropriate, to solve problems.(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.(E) create and use representations to organize, record, and communicate mathematical ideas.(F) analyze mathematical relationships to connect and communicate mathematical ideas.(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 63
KindergartenGrade 1Grade 2Counting and Recognizing Whole Numbers(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem. The student isexpected to:(A) count forward andbackward to at least 20 withand without objects.(B) read, write, andrepresent whole numbersfrom 0 to at least 20 withand without objects orpictures.(C) count a set of objects upto at least 20 anddemonstrate that the lastnumber said tells thenumber of objects in the setregardless of theirarrangement or order.(D) recognize instantly thequantity of a small group ofobjects in organized andrandom arrangements.(E) generate a set usingconcrete and pictorial modelsthat represents a numberthat is more than, less than,and equal to a given numberup to 20.(F) generate a number thatis one more than or one lessthan another number up toat least 20.(2) Number and operations.The student appliesmathematical processstandards to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:Grade 3Grade 4Grade 5Grade 6(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:(A) recognize instantly thequantity of structuredarrangements.(D) generate a number thatis greater than or less than agiven whole number up to120.(C) generate a number thatis greater than or less than agiven whole number up to1,200. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 64
KindergartenGrade 1Grade 2(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem. The student isexpected to:(2) Number and operations.The student appliesmathematical processstandards to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:(G) compare sets ofobjects up to at least 20 ineach set using comparativelanguage.(H) use comparativelanguage to describetwo numbers up to20 presented as writtennumerals.(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:(E) use place value tocompare whole numbers upto 120 using comparativelanguage.(F) order whole numbers upto 120 using place value andopen number lines.Grade 3Comparing and Ordering Numbers(D) use place value tocompare and order wholenumbers up to 1,200 usingcomparative language,numbers, and symbols ( , ,or ).Grade 4Grade 5Grade 6(2) Number and operations.The student appliesmathematical processstandards to represent andcompare whole numbersand understandrelationships related toplace value. The student isexpected to:(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order wholenumbers and decimals andunderstand relationshipsrelated to place value. Thestudent is expected to:(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order positiverational numbers andunderstand relationships asrelated to place value. Thestudent is expected to:(2) Number and operations.The student appliesmathematical processstandards to represent anduse rational numbers in avariety of forms. Thestudent is expected to:(D) compare and orderwhole numbers up to100,000 and representcomparisons using thesymbols , , or .(C) compare and orderwhole numbers to1,000,000,000 andrepresent comparisonsusing the symbols , , or .(B) compare and order twodecimals to thousandthsand represent comparisonsusing the symbols , , or .(D) order a set of rationalnumbers arising frommathematical and realworld contexts.(G) represent thecomparison of two numbersto 100 using the symbols , , or .(F) compare and orderdecimals using concrete andvisual models to thehundredths. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 65
KindergartenGrade 1Grade 2(2) Number and operations. Thestudent applies mathematicalprocess standards to representand compare whole numbers,the relative position andmagnitude of whole numbers,and relationships within thenumeration system related toplace value. The student isexpected to:(2) Number and operations.The student appliesmathematical process standardsto understand how to representand compare whole numbers,the relative position andmagnitude of whole numbers,and relationships within thenumeration system related toplace value. The student isexpected to:(F) order whole numbers upto 120 using place value andopen number lines.Grade 3Grade 4Representing and Relating Numbers Using Number Lines(E) locate the position of agiven whole number on anopen number line.(F) name the whole numberthat corresponds to a specificpoint on a number line.(2) Number and operations. Thestudent applies mathematicalprocess standards to representand compare whole numbersand understand relationshipsrelated to place value. Thestudent is expected to:(C) represent a number on anumber line as being betweentwo consecutive multiples of10; 100; 1,000; or 10,000 anduse words to describe relativesize of numbers in order toround whole numbers.(3) Number and operations.The student appliesmathematical processstandards to represent andexplain fractional units. Thestudent is expected to:(A) represent fractionsgreater than zero and lessthan or equal to one withdenominators of 2, 3, 4, 6, and8 using concrete objects andpictorial models, includingstrip diagrams and numberlines.(B) determine thecorresponding fractiongreater than zero and lessthan or equal to one withdenominators of 2, 3, 4, 6,and 8 given a specified pointon a number line.(2) Number and operations.The student appliesmathematical process standardsto represent, compare, andorder whole numbers anddecimals and understandrelationships related to placevalue. The student is expectedto:Grade 5Grade 6(2) Number and operations. Thestudent applies mathematicalprocess standards to representand use rational numbers in avariety of forms. The student isexpected to:(H) determine thecorresponding decimal to thetenths or hundredths place ofa specified point on a numberline.(G) represent fractions anddecimals to the tenths orhundredths as distances fromzero on a number line.(B) identify a number, itsopposite, and its absolutevalue.(C) locate, compare, andorder integers and rationalnumbers using a number line.Representing andClassifying Numbers(2) Number and operations. Thestudent applies mathematicalprocess standards to representand use rational numbers in avariety of forms. The student isexpected to:(A) classify whole numbers,integers, and rationalnumbers using a visualrepresentation such as a Venndiagram to describerelationships between sets ofnumbers. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 66
KindergartenGrade 1(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem. The student isexpected to:(2) Number and operations.The student appliesmathematical processstandards to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:(I) compose anddecompose numbers up to10 with objects andpictures.(B) use concrete andpictorial models to composeand decomposenumbers up to 120 in morethan one way as so manyhundreds, so many tens,and so many ones.(C) use objects, pictures,and expanded and standardforms to represent numbersup to 120.Grade 2Grade 3Grade 4Composing and Decomposing Numbers: Place Value(2) Number and operations.The student appliesmathematical processstandards to understandhow to represent andcompare whole numbers,the relative position andmagnitude of wholenumbers, and relationshipswithin the numerationsystem related to placevalue. The student isexpected to:(A) use concrete andpictorial models to composeand decomposenumbers up to 1,200 inmore than one way as asum of so manythousands, hundreds,tens, and ones.(B) use standard, word, andexpanded formsto represent numbers up to1,200.(2) Number and operations.The student appliesmathematical processstandards to represent andcompare whole numbersand understandrelationships related toplace value. The student isexpected to:(A) compose anddecompose numbers up to100,000 as a sum of somany ten thousands, somany thousands, so manyhundreds, so many tens,and so many ones usingobjects, pictorial models,and numbers, includingexpanded notation asappropriate.(B) describe themathematical relationshipsfound in the base-10 placevalue system through thehundred thousands place.Grade 5(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order wholenumbers and decimals andunderstand relationshipsrelated to place value. Thestudent is expected to:(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order positiverational numbers andunderstand relationships asrelated to place value. Thestudent is expected to:(B) represent the value ofthe digit in whole numbersthrough 1,000,000,000 anddecimals to the hundredthsusing expanded notationand numerals.(A) interpret the value ofeach place-value position as10 times the position to theright and as one-tenth ofthe value of the place to itsleft.(E) represent decimals,including tenths andhundredths, using concreteand visual models andmoney.(A) represent the value ofthe digit in decimalsthrough the thousandthsusing expanded notationand numerals.Grade 6 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 67
KindergartenGrade 1Grade 2Grade 3(3) Number and operations.The student appliesmathematical processstandards to recognize andrepresent fractional unitsand communicates howthey are used to name partsof a whole. The student isexpected to:(A) partition objects intoequal parts and name theparts, including halves,fourths, and eighths, usingwords.(3) Number and operations.The student appliesmathematical processstandards to represent andexplain fractional units. Thestudent is expected to:(D) identify examples andnon-examples of halves,fourths, and eighths.(C) use concrete models tocount fractional partsbeyond one whole usingwords and recognize howmany parts it takes to equalone whole.(B) explain that the morefractional parts used tomake a whole, the smallerthe part. the fewer thefractional parts, the largerthe part.Grade 4Representing Fraction ConceptsGrade 5Grade 6(3) Number and operations.The student appliesmathematical processstandards to represent andgenerate fractions to solveproblems. The student isexpected to:(2) Number and operations.The student appliesmathematical processstandards to represent anduse rational numbers in avariety of forms. Thestudent is expected to:(A) represent a fraction a/bas a sum of fractions 1/b,where a and b are wholenumbers and b 0,including when a b.(B) decompose a fraction inmore than one way into asum of fractions with thesame denominator usingconcrete and pictorialmodels and recordingresults with symbolicrepresentations.(G) represent fractions anddecimals to the tenths orhundredths as distancesfrom zero on a number line.(E) extend representationsfor division to includefraction notation such as a/brepresents the same numberas a b where b 0.(A) represent fractionsgreater than zero and lessthan or equal to one withdenominators of 2, 3, 4, 6,and 8 using concrete objectsand pictorial models,including strip diagrams andnumber lines.(E) solve problems involvingpartitioning an object or aset of objects among two ormore recipients usingpictorial representations offractions with denominatorsof 2, 3, 4, 6, and 8.(C) explain that the unitfraction 1/b represents thequantity formed by one partof a whole that has beenpartitioned into b equalparts where b is a non-zerowhole number.(D) compose anddecompose afraction a/b with anumerator greater thanzero and less than or equalto b as a sum of parts 1/b. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 68
KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Determining Equivalence and Comparing Part-to-Whole Relationships(3) Number and operations.The student appliesmathematical processstandards to represent andexplain fractional units. Thestudent is expected to:(F) represent equivalentfractions with denominatorsof 2, 3, 4, 6, and 8 using avariety of objects andpictorial models, includingnumber lines.(G) explain that twofractions are equivalent ifand only if they are bothrepresented by the samepoint on the number lineor represent the sameportion of a same sizewhole for an area model.(H) compare two fractionshaving the same numeratoror denominator in problemsby reasoning about theirsizes and justifying theconclusion using symbols,words, objects, and pictorialmodels.(3) Number and operations.The student appliesmathematical processstandards to represent andgenerate fractions to solveproblems. The student isexpected to:(5) Proportionality. Thestudent appliesmathematical processstandards to solve problemsinvolving proportionalrelationships. The student isexpected to:(C) determine if two givenfractions are equivalentusing a variety of methods.(D) compare two fractionswith different numeratorsand different denominatorsand represent thecomparison using thesymbols , , or .(C) use equivalent fractions,decimals, and percents toshow equal parts of thesame whole.(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order wholenumbers and decimals andunderstand relationshipsrelated to place value. Thestudent is expected to:(G) relate decimals tofractions that name tenthsand hundredths. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 69
KindergartenGrade 1(3) Number and operations.The student appliesmathematical processstandards to develop anunderstanding of addition andsubtraction situations in orderto solve problems. Thestudent is expected to:(3) Number and operations.The student appliesmathematical processstandards to develop and usestrategies for whole numberaddition and subtractioncomputations in order tosolve problems. The student isexpected to:Grade 2Grade 3Grade 4Adding and Subtracting Whole Numbers, Decimals, and Rational Numbers(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsin order to solve addition andsubtraction problems withefficiency and accuracy. Thestudent is expected to:(A) model the action ofjoining to represent additionand the action of separatingto represent subtraction.(B) use objects and pictorialmodels to solve wordproblems involving joining,separating, and comparingsets within 20 and unknownsas any one of the terms in theproblem such as 2 4 [ ]; 3 [ ] 7; and 5 [ ] - 3.(B) solve word problemsusing objects and drawings tofind sums up to 10 anddifferences within 10.(C) compose 10 with two ormore addends with andwithout concrete objects.(C) explain the strategiesused to solve problemsinvolving adding andsubtracting within 10 usingspoken words, concreteand pictorial models, andnumber sentences.(E) explain strategies used tosolve addition and subtractionproblems up to 20 usingspoken words, objects,pictorial models, and numbersentences.(B) add up to four two-digitnumbers and subtract twodigit numbers using mentalstrategies and algorithmsbased on knowledge of placevalue and properties ofoperations.(A) use concrete and pictorialmodels to determine the sumof a multiple of 10 and a onedigit number in problems upto 99.(C) solve one-step and multistep word problems involvingaddition and subtractionwithin 1,000 using a varietyof strategies based on placevalue, including algorithms.(D) apply basic fact strategiesto add and subtract within 20,including making 10 anddecomposing a numberleading to a 10.(F) generate andsolve problem situationswhen given a numbersentence involving addition orsubtraction of numbers within20.(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsin order to solve problemswith efficiency and accuracy.The student is expected to:(A) solve with fluency onestep and two-step problemsinvolving addition andsubtraction within 1,000 usingstrategies based on placevalue, properties ofoperations, and therelationship between additionand subtraction.(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsand decimal sums anddifferences in order to solveproblems with efficiency andaccuracy. The student isexpected to:(A) add and subtract wholenumbers and decimals to thehundredths place using thestandard algorithm.Grade 5Grade 6(3) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forpositive rational numbercomputations in order tosolve problems with efficiencyand accuracy. The student isexpected to:(A) estimate to determinesolutions to mathematical andreal-world problems involvingaddition, subtraction,multiplication, or division.(A) recall basic facts to addand subtract within 20 withautomaticity.(D) generate andsolve problem situations for agiven mathematical numbersentence involving additionand subtraction of wholenumbers within 1,000. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 610
KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Adding and Subtracting Fractions and Rational Numbers(3) Number and operations.The student appliesmathematical processstandards to represent andgenerate fractions to solveproblems. The student isexpected to:(E) represent and solveaddition and subtraction offractions with equaldenominators using objectsand pictorial models thatbuild to the number line andproperties of operations.(F) evaluate thereasonableness of sums anddifferences of fractions usingbenchmark fractions 0, 1/4,1/2, 3/4, and 1, referring tothe same whole.(3) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forpositive rational numbercomputations in order tosolve problems with efficiencyand accuracy. The student isexpected to:(H) represent and solveaddition and subtraction offractions with unequaldenominators referring to thesame whole using objects andpictorial models andproperties of operations.(K) add and subtract positiverational numbers fluently. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 611
KindergartenGrade 1Grade 2Grade 3Grade 4Applying Strategies for Estimation(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsin order to solve problemswith efficiency and accuracy.The student is expected to:(B) round to the nearest 10 or100 or use compatiblenumbers to estimate solutionsto addition and subtractionproblems.(4) Number and operations.The student appliesmathematical processstandards to identify coins inorder to recognize the needfor monetary transactions.The student is expected to:(A) identify U.S. coins byname, including pennies,nickels, dimes, and quarters.Representing and Determining Values of Coins and Bills(4) Number and operations.The student appliesmathematical processstandards to identify coins,their values, and therelationships among them inorder to recognize the needfor monetary transactions.The student is expected to:(A) identify U.S. coins,including pennies, nickels,dimes, and quarters, by valueand describe the relationshipsamong them.(B) write a number with thecent symbol to describe thevalue of a coin.(C) use relationships to countby twos, fives, and tens todetermine the value of acollection of pennies, nickels,and/or dimes.(5) Number andoperations. The studentapplies mathematical processstandards to determine thevalue of coins in order tosolve monetary transactions.The student is expected to:(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order wholenumbers and decimals andunderstand relationshipsrelated to place value. Thestudent is expected to:(D) round whole numbers toa given place value throughthe hundred thousands place.(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsand decimal sums anddifferences in order to solveproblems with efficiency andaccuracy. The student isexpected to:(G) round to the nearest 10,100, or 1,000 or usecompatible numbers toestimate solutions involvingwhole numbers.Grade 5Grade 6(2) Number and operations.The student appliesmathematical processstandards to represent,compare, and order positiverational numbers andunderstand relationships asrelated to place value. Thestudent is expected to:(C) round decimals to tenthsor hundredths.(4) Number and operations.The student appliesmathematical processstandards to develop and usestrategies and methods forwhole number computationsin order to solve problemswith efficiency and accuracy.The student is expected to:(B) use the cent symbol,dollar sign, and the decimalpoint to name the value of acollection of coins.(A) determine the value of acollection of coins up to onedollar.(C) determine the value of acollection of coins and bills. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 612
KindergartenGrade 1Grade 2(6) Number and operations.The student appliesmathematical processstandards to connectrepeated addition andsubtraction to multiplicationand division situations thatinvolve equal groupings andshares. The student isexpected to:(A) model, create, anddescribe contextualmultiplication situations inwhich equivalent sets ofconcrete objects are joined.Grade 3Grade 4Grade 5Multiplying Whole Numbers, Decimals, Fractions, and Rational Numbers(4) Number and operations.The student appliesmathematical processstandards to develop anduse strategies and methodsfor whole numbercomputations in order tosolve problems withefficiency and accuracy. Thestudent is expected to:(D) determine the totalnumber of objects whenequally-sized groups ofobjects are combined orarranged in arrays up to 10by 10.(E) represent multiplicationfacts by using a variety ofapproaches such asrepeated addition, equalsized groups, arrays, areamodels, equal jumps on anumber line, and skipcounting.(F) recall facts to multiplyup to 10 by 10 withautomaticity and recall thecorresponding divisionfacts.(G) use strategies andalgorithms, including thestandard algorithm, tomultiply a two-digit numberby a one-digit number.Strategies may includemental math, partialproducts, and thecommutative, associative,and distributive properties.(4) Number and operations.The student appliesmathematical processstandards to develop anduse strategies and methodsfor whole numbercomputations and decimalsums and differences inorder to solve problemswith efficiency andaccuracy. The student isexpected to:(3) Number and operations.The student appliesmathematical processstandards to develop anduse strategies and methodsfor positive rational numbercomputations in order tosolve problems withefficiency and accuracy. Thestudent is expected to:Grade 6(3) Number and operations.The student appliesmathematical processstandards to representaddition, subtraction,multiplication, and divisionwhile solving problems andjustifying solutions. Thestudent is expected to:(B) determine products of anumber and 10 or 100 usingproperties of operationsand place valueunderstandings.(C) represent the productof 2 two-digit numbersusing arrays, area models,or equations, includingperfect squares through 15by 15.(B) multiply with fluency athree-digit number by atwo-digit number using thestandard algorithm.(E) multiply and dividepositive rational numbersfluently.(D) use strategies andalgorithms, including thestandard algorithm, tomultiply up to a four-digitnumber by a one-digitnumber and to multiply atwo-digit number by a twodigit number. Strategiesmay include mental math,partial products, and thecommutative, associative,and distributive properties. 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 613
KindergartenGrade 1Grade 2(6) Number and operations.The student appliesmathematical processstandards to connectrepeated addition andsubtraction to multiplicationand division situations thatinvolve equal groupings andshares. The student isexpected to:Grade 4Grade 5Multiplying Whole Numbers, Decimals, Fractions, and Rational Numbers(4) Number and operations.The student appliesmathematical processstandards to develop anduse strategies and methodsfor whole numbercomputations in order tosolve problems withefficiency and accuracy. Thestudent is expected to:(4) Number and operations.The student appliesmathematical processstandards to develop anduse strategies and methodsfor whole numbercomputations and decimalsums and differences inorder to solve problemswith efficiency andaccuracy. The student isexpected to:(H) solve with fluency oneand two-step problemsi
Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten – Grade 6 7 . Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Composing and Decomposing Numbers: Place Value (2) Number and operations. The student applies mathematical process .
existing chart, you can select from a variety of chart types (such as a column chart or a pie chart) and their subtypes (such as a stacked column chart or a pie in 3-D chart). You can also create a combination chart by using more than one chart type in your chart. The image is an example of a combination chart
benefit from starting a kindergarten program later. Where can I get advice on the best time to start kindergarten? If you are unsure about the best time for your child to start a kindergarten program, ask a kindergarten educator for advice. Find out how the kindergarten program can support your child. Meet with the principal or a teacher at the
Which of the following chart is drawn Machine vs time? a) Man machine chart b) The load chart c) The progress chart d) Curve chart (Ans: option b) 11. Gantt chart is mostly used for a) Routing b) Scheduling c) Follow up d) Inspection and quality control (Ans: option b) 12. Key to chart is provided in a) Man machine chart b) The load chart
Alignment REPORTER website www.alignment-reporter.com. 3.2.1. Installing the Windows software If using the Alignment REPORTER CD, place it in the CD-ROM drive. The Alignment REPORTER welcome screen should appear automatically. If not in possession of the CD, visit www.alignment-reporter.com to create an account and download the software.
3.1 Overview of the upcoming IFC Alignment model Figure 1 shows an overview of the IFC alignment model proposed by the P6 project members (Liebich 2014). Note that this is only a draft that may change in future. The model can be roughly divided in two parts. The first part describes the horizontal alignment, the second the vertical alignment.
Horizontal and Vertical Alignment 4 Alignment to the standards also ensures that the assessment is a trustworthy source of data. A study of an assessment’s degree of alignment to the standards can serve as evidence of validity. A valid assessment produces data that can be
XY chart: Metamorphic rocks XY chart: Metamorphic and weathering processes. XZ chart: Ignmus rocks. . XZ chart'. Sedimentary rocks XZ chafi Metamorphic rocks and processes, and weathering si chart: Igneous rocks. . . si chart: Sedimentary rocks . . si chart: Metamorphic rocks and processes, and weathering k chart
tulang dan untuk menilai efektivitas hasil pengobatan. Hasil pemeriksaan osteocalcin cukup akurat dan stabil dalam menilai proses pembentukan tulang. Metode pemeriksaan osteocalcin adalah enzyme-linked immunosorbent assay (ELISA). Nilai normalnya adalah: 10,1 9,4 ng/ml.8 Setelah disintesis, OC dilepaskan ke sirkulasi dan memiliki waktu paruh pendek hanya 5 menit setelah itu dibersihkan oleh .
