Appendix A5: Texas State Standards6

Grades K–3

Grade 2 (Texas Essential Knowledge and Skills for Mathematics, grade 2)

7. Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. The student is expected to:

A. identify attributes of any shape or solid;

B. use attributes to describe how two shapes or two solids are alike or different;

C. cut geometric shapes apart and identify the new shapes made.

Grade 3 (Texas Essential Knowledge and Skills for Mathematics, grade 3)

6. Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to:

A. identify and extend whole-number and geometric patterns to make predictions and solve problems

9. Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

A. identify congruent shapes;

B. create shapes with lines of symmetry using concrete models and technology;

C. identify lines of symmetry in shapes.

Grades 4–5 (Texas Essential Knowledge and Skills for Mathematics, grade 4)

9. Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:

A. demonstrate translations, reflections, and rotations using concrete models;

B. use translations, reflections, and rotations to verify that two shapes are congruent;

C. use reflections to verify that a shape has symmetry.

Grades K–3

Grade 2 (Texas Essential Knowledge and Skills for Mathematics, grade 2)

7. Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. The student is expected to:

A. identify attributes of any shape or solid;

B. use attributes to describe how two shapes or two solids are alike or different;

C. cut geometric shapes apart and identify the new shapes made.

Grade 3 (Texas Essential Knowledge and Skills for Mathematics, grade 3)

8. Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected to name, describe, and compare shapes and solids using formal geometric vocabulary.

9. Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

A. identify congruent shapes;

B. create shapes with lines of symmetry using concrete models and technology;

C. identify lines of symmetry in shapes.

Grades 4–5

Grade 4 (Texas Essential Knowledge and Skills for Mathematics, grade 4)

8. Geometry and spatial reasoning. The student identifies and describes lines, shapes, and solids using formal geometric language. The student is expected to:

A. identify right, acute, and obtuse angles;

B. identify models of parallel and perpendicular lines; and

C. describe shapes and solids in terms of vertices, edges, and faces.

Grade 5 (Texas Essential Knowledge and Skills for Mathematics, grade 5)

7. Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. The student is expected to:

A. identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes and solids; and

B. use critical attributes to define geometric shapes or solids.

Grades K–3 (Texas Essential Knowledge and Skills for Mathematics, grade 3)

10. Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. The student is expected to locate and name points on a line using whole numbers and fractions such as halves

Grades 4–5

Grade 4 (Texas Essential Knowledge and Skills for Mathematics, grade 4)

10. Geometry and spatial reasoning. The student recognizes the connection between numbers and points on a number line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.

Grade 5 (Texas Essential Knowledge and Skills for Mathematics, grade 5)

9. Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers.

Grades K–3 (Texas Essential Knowledge and Skills for Mathematics)

none

Grades 4–5

Grade 4 (Texas Essential Knowledge and Skills for Mathematics, grade 4)

9. Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:

A. demonstrate translations, reflections, and rotations using concrete models;

B. use translations, reflections, and rotations to verify that two shapes are congruent;

C. use reflections to verify that a shape has symmetry.

Grade 5 (Texas Essential Knowledge and Skills for Mathematics, grade 5)

8. Geometry and spatial reasoning. The student models transformations. The student is expected to:

A. sketch the results of translations, rotations, and reflections; and

B. describe the transformation that generates one figure from the other when given two congruent figures.

Grades K–3

Grade 2 (Texas Essential Knowledge and Skills for Mathematics, grade 2)

9. Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. The student is expected to:

A. identify concrete models that approximate standard units of length, capacity, and weight;

B. measure length, capacity, and weight using concrete models that approximate standard units;

C. describe activities that take approximately one second, one minute, and one hour.

10. Measurement. The student uses standard tools to measure time and temperature.

The student is expected to:

A. read a thermometer to gather data; and

B. describe time on a clock using hours and minutes.

Grade 3 (Texas Essential Knowledge and Skills for Mathematics, grade 3)

11. Measurement. The student selects and uses appropriate units and procedures to measure length and area. The student is expected to:

A. estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter;

B. use linear measure to find the perimeter of a shape; and

C. use concrete models of square units to determine the area of shapes.

12. Measurement. The student measures time and temperature. The student is expected to:

A. tell and write time shown on traditional and digital clocks; and

B. use a thermometer to measure temperature.

13. Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time.

Grades 4–5

Grade 4 (Texas Essential Knowledge and Skills for Mathematics, grade 4)

11. Measurement. The student selects and uses appropriate units and procedures to measure weight and capacity. The student is expected to:

A. estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and

B. estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.

12. Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area.

Grade 5 (Texas Essential Knowledge and Skills for Mathematics, grade 5)

10. Measurement. The student selects and uses appropriate units and procedures to measure volume. The student is expected to:

A. measure volume using concrete models of cubic units; and

B. estimate volume in cubic units.

11. Measurement. The student applies measurement concepts. The student is expected to:

A. measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; and

B. describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.