1st Grade

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number. The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop procedural fluency, they must also realize that true problem solving may take time, effort, and perseverance. Students in Grade 1 are expected to perform their work without the use of calculators.

(4) The primary focal areas in Grade 1 are understanding and applying place value, solving problems involving addition and subtraction, and composing and decomposing two-dimensional shapes and three-dimensional solids.

(A) Students use relationships within the numeration system to understand the sequential order of the counting numbers and their relative magnitude.

(B) Students extend their use of addition and subtraction beyond the actions of joining and separating to include comparing and combining. Students use properties of operations and the relationship between addition and subtraction to solve problems. By comparing a variety of solution strategies, students use efficient, accurate, and generalizable methods to perform operations.

(C) Students use basic shapes and spatial reasoning to model objects in their environment and construct more complex shapes. Students are able to identify, name, and describe basic two-dimensional shapes and three-dimensional solids.

Unit 01: Numeracy Using Data Analysis

(8 classes for the entire unit)

Students begin the year demonstrating numeracy using authentic data analysis experiences. Students explore collecting, sorting, and organizing data in up to three categories using previously learned data analysis skills. They use the categorical data collected from surveys or collections of objects to create tally charts, T-charts, picture graphs, and bar-type graphs. Picture graphs and bar-type graphs are designed to represent data involving small quantities since the intervals of these graphs are one-to-one. Recall, students have prior experiences with picture graphs, but bar-type graphs are a new representation for Grade 1. After creating each representation, students compare and contrast the different data representations. Students examine the data to draw conclusions demonstrating their knowledge of number from Kindergarten by determining the value of each category using one-to-one correspondence and comparing data values up to 20 as more than, less than, or equal to. Students extend drawing conclusions by comparing the values of each category and counting on to determine how many more or how many less. Students also draw conclusions to answer questions that involve determining the necessary operation, addition and subtraction, needed to answer a question among the categories with data values within 10 and performing the necessary operation to determine the solution. Students are expected to generate their own questions along with solutions regarding the data represented in the graphs. Although the unit is designed around Grade 1 standards involving data analysis, the intent of the unit is to provide valuable teacher insight into students’ understanding of numeracy, allowing an opportunity for teachers to reinforce the necessary numeracy skills in preparation for upcoming units that involving place value.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.8A, 1.8B, 1.8C

GoMath!: Module 19

Unit 02: Addition and Subtraction up to 10

(12 classes for the entire unit)

Students revisit subitizing to further develop the foundational understanding of number. Students continue to explore composing and decomposing 10 to further investigate addition and subtraction operations. Students use spoken words, objects, pictorial models, and number sentences to represent and solve contextual or real-world problem situations involving sums and minuends up to 10. They explore and explain a variety of strategies to solve problems involving action (joining and separating problems) and problems involving no action (part-part-whole and comparing problems). While demonstrating various strategies, students explore and apply properties of operations to solve addition and subtraction problems. While students are not expected to recognize properties by name, they are expected to be able to apply and explain the associative property of addition (if three or more addends are added, they can be grouped in any order, and the sum will remain the same), the commutative property of addition, (if the order of the addends are changed, the sum will remain the same), and additive identity (the sum/difference is not affected when zero is added/subtracted to a number). Students are expected to use a number sentence to represent the problem and explain that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Through the continued use of experiences with addition and subtraction situations, students begin to recognize basic fact relationships, which are essential for developing computational fluency. They also apply composition and decomposition of numbers to determine the unknown whole number when the unknown may be any one of the three of four terms in the equation. Within this unit, students also experience generating addition and subtraction situations when given a number sentence involving addition or subtraction of numbers within 10.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.2A, 1.3B, 1.3C, 1.3D, 1.3E, 1.3F, 1.5D, 1.5E, 1.5F, 1.5G

GoMath!: Modules 3, 4, 5, 6, 7, 8

Unit 03: Time to the Hour

(5 classes for the entire unit)

Students are introduced to the measurement attribute of time and determine time to the hour using both analog and digital clocks. Students explore the parts of an analog clock, including the hour hand, the minute hand, the speed of the hands, the face of the clock as a circular number line, and what the minute hand means when pointing “exactly” to the 12. Students explore the parts of a digital clock, including the number to the left of the colon, the number right of the colon, and the purpose of the colon. Students experience reading, writing, and stating time in words as “o’clock” as well as reading and writing time numerically as “:00”. Students examine the relationship between time displayed on an analog clock and the same time displayed on a digital clock.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.7E

GoMath!: Module 18

Unit 04: Foundations of Numbers up to 20

(10 classes for the entire unit)

Students are formally introduced to the base-10 place value system by thinking in terms of “tens” and “ones” instead of one-to-one correspondence for the understanding of whole numbers up to 20. Students compose and decompose numbers through 20 as a sum of so many tens and so many ones using concrete objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts, place value disk representations with place value charts, etc.), and numerical representations (e.g., expanded form and standard form). Students use place value relationships to generate numbers that are more or less than a given number using tools (e.g., a hundreds chart, calendar, base-10 blocks, etc.). Students use place value to compare whole numbers up to 20 and represent the comparison using comparative language and, for the first time, comparison symbols. Students are also introduced to using place value and open number lines to order whole numbers.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.2B, 1.2C, 1.2D, 1.2E, 1.2F, 1.2G

GoMath!: Modules 1

Unit 05: Addition and Subtraction up to 20

(15 classes for the entire unit)

Students extend representing and solving contextual or real-world problem situations involving sums and minuends up to 20 using spoken words, objects, pictorial models, and number sentences. They explore and explain a variety of strategies to solve problems involving action (joining and separating problems), and problems involving no action (part-part-whole and comparing problems). While demonstrating various strategies, students explore and apply properties of operations. While students are not expected to recognize properties by name, they are expected to be able to apply and explain the associative property of addition (if three or more addends are added, they can be grouped in any order, and the sum will remain the same), the commutative property of addition, (if the order of the addends are changed, the sum will remain the same), and additive identity (the sum/difference is not affected when zero is added/subtracted to a number). Students are expected to use a number sentence to represent the problem and explain that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Through the continued use of experiences with addition and subtraction situations, students begin to recognize basic fact relationships, which are essential for developing computational fluency. They also apply composition and decomposition of numbers to determine the unknown whole number when the unknown may be any one of the three or four terms in the equation. Within this unit, students also experience generating addition and subtraction situations when given a number sentence involving addition or subtraction of numbers within 20. Thorough understanding of analyzing problems and using the problem-solving process in addition and subtraction situations involving sums and minuends up to 20 is critical in setting the foundation for students’ success in mathematics as they progress through future grade levels.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.3B, 1.3D, 1.3E, 1.3F, 1.5D, 1.5E, 1.5F, 1.5G

GoMath!: Modules 3, 4, 5, 6, 7, 8

Unit 06: Foundations of Numbers up to 99

(15 classes for the entire unit)

Students extend their knowledge of the base-10 number system by using objects and manipulatives to form multiple groups of tens and ones up to 99. Students compose and decompose numbers through 99 as a sum of so many tens and so many ones using concrete objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts, place value disk representations with place value charts, etc.), and numerical representations (e.g., expanded form and standard form). Students use place value relationships in order to generate numbers that are more or less than a given number using tools such as a hundreds chart and/or base-10 blocks. Students compare whole numbers up to 99 and represent the comparison using comparative language and symbols. Students use open number lines to represent the order of numbers.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.2B, 1.2C, 1.2D, 1.2E, 1.2F, 1.2G

GoMath!: Module 1

Unit 07: Number Relationships up to 99

(10 classes for the entire unit)

Students delve deeper into the place value system. Various representations (e.g., linking cubes, straw bundles, base-10 blocks, place value disks, hundreds charts, beaded number lines, and open number lines) are used to discover numerical patterns in the number system. Students use place value patterns to determine the sum up to 99 of a multiple of 10 and a one-digit number, as well as determine a number that is 10 more or 10 less than a given number. Students continue to develop the understanding of cardinal numbers, meaning numbers that name the quantity of objects in a set, and hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as the set increases, as they recite numbers up to 99 forward and backward by ones and tens in addition to skip counting by 2s, 5s, and 10s.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.3A, 1.5A, 1.5B, 1.5C

GoMath!: Modules 1, 2, 3

Unit 08: Foundations of Numbers up to 120

(10 classes for the entire unit)

Students extend their understanding of the base-10 place value system to include the hundreds place as they continue exploring the foundations of whole numbers up to 120. Students compose and decompose numbers through 120 as a sum of so many hundreds, so many tens, and so many ones using concrete objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts, place value disk representations with place value charts, etc.), and numerical representations (e.g., expanded form and standard form). Students use place value relationships to generate numbers that are more or less than a given number using tools (e.g., a hundreds chart, calendar, base-10 blocks, etc.). Students use place value to compare whole numbers up to 120 and represent the comparison using comparative language and comparison symbols. Students also extend using place value and open number lines to order whole numbers up to 120.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.2B, 1.2C, 1.2D, 1.2E, 1.2F, 1.2G

GoMath!: Modules 1

Unit 09: Number Relationships up to 120 and Coins

(10 classes for the entire unit)

Students continue to explore place value and numerical relationships in numbers up to 120. Students further develop the understanding of cardinal numbers, meaning numbers that name the quantity of objects in a set, and hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as the set increases. Students recite numbers up to 120 forward and backward by ones and tens; skip count by 2s, 5s, and 10s; and use place value patterns to determine a number that is 10 more or 10 less than a given number. Students use attributes to identify pennies, nickels, dimes, and quarters by value and record the value using the cent symbol. Students explore the relationships that exist between the values of different coins and use these relationships to exchange coins or sets of coins for other equivalent denominations. Students apply skip counting by 2s, 5s, and 10s and compound counting to determine the value of a collection of pennies, nickels, and dimes up to 120 cents, where the collection of coins may include only like coins or a mixed collection.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.4A, 1.4B, 1.4C, 1.5A, 1.5B, 1.5C

GoMath!: Modules 1, 2, 9, 10

Unit 10: Operations Using Data Representations

(5 classes for the entire unit)

Students use data represented in bar-type graphs and picture graphs to represent, generate, and solve problem situations involving sums and minuends up to 20 using spoken words, objects, pictorial models, and number sentences. They explore and explain a variety of strategies to solve one-step problems involving addition, subtraction, and comparison of the data. While demonstrating various strategies, students explore and apply properties of operations. While students are not expected to recognize properties by name, they are expected to be able to apply and explain the associative property of addition (if three or more addends are added, they can be grouped in any order, and the sum will remain the same), the commutative property of addition, (if the order of the addends are changed, the sum will remain the same), and additive identity (the sum/difference is not affected when zero is added/subtracted to a number). Students are expected to use a number sentence with the unknown in any position to represent the situation. Students solve problems and are expected to explain that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Through the continued use of experiences with addition and subtraction situations, students begin to recognize basic fact relationships, which are essential for developing computational fluency. Thorough understanding of analyzing data and using the problem-solving process in addition and subtraction situations involving sums and minuends up to 20 is critical in setting the foundation for students’ success in mathematics as they progress through future grade levels.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.3B, 1.3D, 1.3E, 1.3F, 1.5D, 1.5E, 1.5G, 1.8B, 1.8C

GoMath!: Modules 4, 5, 8, 13

Unit 11: Two-Dimensional Figures

(8 classes for the entire unit)

Students use formal and informal geometric language to describe the attributes that identify and define circles, triangles, rectangles, squares, rhombuses, pentagons, hexagons, and octagons. Students distinguish between attributes that define a two-dimensional figure (sides, vertices) and attributes that do not define a two-dimensional figure (size, color, orientation, texture, etc.) as they sort and classify a collection of two-dimensional shapes. While exploring attributes that define two-dimensional figures, students not only determine the number of vertices and sides, but also examine if the sides appear to be equal in length and if the corners appear to be square. It is important for students to be exposed to both regular figures where sides are the same length and irregular figures where sides are not the same length. Although students at this grade level are expected to use both formal and informal geometric language, the term “right angle” when referring to corners is not an expectation until Grade 4. However, teachers may begin to associate the words “square” and “right” when describing corners of two-dimensional figures. Students develop spatial visualization skills, meaning the creation and manipulation of mental representations of shapes, as they create circles, triangles, rectangles, squares, rhombuses, pentagons, hexagons, and octagons using drawings and a variety of materials. Spatial visualization is also reinforced as students compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.6A, 1.6B, 1.6C, 1.6D, 1.6F

GoMath!: Module 14

Unit 12: Fractions and Time to the Half Hour

(10 classes for the entire unit)

Students extend their exploration of two-dimensional figures and utilize spatial visualization skills (mental representations of shapes) as they partition shapes into two or four parts and describe the resulting parts using words rather than fraction notation. Students identify shapes partitioned into two or four equal parts as examples of halves and fourths and figures partitioned into two or four unequal parts as non-examples of halves and fourths. In this unit, students tell time to the half hour by making connections between one-half of a circle and one-half of the face of an analog clock. Students study digital clocks, learning that the number(s) to the left of the colon represents the hour and the numbers to the right of the colon represents the minutes. Students begin to associate the relationship of half of 60 on a number line to half of an hour on a digital clock. Students relate the fractional language of time such as “one-thirty is half past one” as they become proficient with telling time to the half hour on both analog and digital clocks. Students read and state time as o’clock and read and write time numerically as :00.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.6G, 1.6H, 1.7E

GoMath!: Modules 16, 18

Unit 13: Three-Dimensional Figures

(7 classes for the entire unit)

Students extend their knowledge of geometric figures to include three-dimensional figures, including spheres, cones, cylinders, rectangular prisms (including cubes), triangular prisms, rectangular (square) pyramids, and triangular pyramids. Students distinguish between attributes that define three-dimensional figures (edges, faces, and vertices) and attributes that do not define three-dimensional figures (size, color, texture, orientation, etc.). Students use formal geometric language to describe defining geometric attributes.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.6B, 1.6E

GoMath!: Module 15

Unit 14: Linear Measurement

(12 classes for the entire unit)

Students explore the continuous nature of linear measure by using concrete, non-standard measuring tools to measure the length of objects. Students determine the length of an object as the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Students use this illustration of linear measurement to determine the length of objects to the nearest whole unit and describe the length using numbers and unit labels. Students also measure the length of an object using two different units of measure. They begin to recognize the inverse relationship between the size of a unit and the number of units needed as they explain how and why the measurements differed. Repeated practice and opportunities measuring length using non-standard units is a critical foundation for students’ future success with all measurement concepts.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.7A, 1.7B, 1.7C, 1.7D

GoMath!: Module 17

Unit 15: Operation Connections

(8 classes for the entire unit)

Students will refine their understanding of addition and subtraction. Students will generate and solve addition and subtraction problems within 20 using a variety of objects, pictorial models, and strategies. Students will apply basic fact strategies and properties of operations to add and subtract two or three numbers, including determining the unknown when the unknown may be any one of three or four terms in the equation. While students are not expected to recognize properties by name, they are expected to be able to apply and explain the associative property of addition (if three or more addends are added, they can be grouped in any order, and the sum will remain the same), the commutative property of addition, (if the order of the addends are changed, the sum will remain the same), and additive identity (the sum/difference is not affected when zero is added/subtracted to a number). Students will represent and explain their solution strategies using words, objects, pictorial models, and number sentences, including explaining the role of the equal sign in an equation. Thorough understanding of analyzing problem situations and using the problem-solving process in addition and subtraction situations within 20 is critical to setting the foundation for students’ success in mathematics as they progress through future grade levels.

TEKS in this unit: 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.1G, 1.3B, 1.3D, 1.3E, 1.3F, 1.5D, 1.5E, 1.5F, 1.5G

GoMath!: Modules 7, 13

Unit 16: Personal Financial Literacy

(5 classes for the entire unit)

Students focus on defining money earned as income and identify income as a means of obtaining goods and services. Students distinguish between goods and services and between wants and needs as they explore the need to often make choices between spending income on wants versus needs. Spending, saving, and charitable giving are explored as possible options for spending income earned. Although the student expectations related to Personal Financial Literacy in Mathematics are similar to the student expectations related to Economics in Social Studies, they do not replace each other, rather they complement each other.

TEKS in this unit: 1.1A, 1.1B, 1.1G, 1.9A, 1.9B, 1.9C, 1.9D

GoMath!: Module 20

Texas Essential Knowledge and Skills (TEKS)

TEKS - Math - G1.pdf

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1st Grade

ELAR

Science

Social Studies

Mathematics

Introduction

Unit 01: Numeracy Using Data Analysis

(8 classes for the entire unit)

Unit 02: Addition and Subtraction up to 10

(12 classes for the entire unit)

Unit 03: Time to the Hour

(5 classes for the entire unit)

Unit 04: Foundations of Numbers up to 20

(10 classes for the entire unit)

Unit 05: Addition and Subtraction up to 20

(15 classes for the entire unit)

Unit 06: Foundations of Numbers up to 99

(15 classes for the entire unit)

Unit 07: Number Relationships up to 99

(10 classes for the entire unit)

Unit 08: Foundations of Numbers up to 120

(10 classes for the entire unit)

Unit 09: Number Relationships up to 120 and Coins

(10 classes for the entire unit)

Unit 10: Operations Using Data Representations

(5 classes for the entire unit)

Unit 11: Two-Dimensional Figures

(8 classes for the entire unit)

Unit 12: Fractions and Time to the Half Hour

(10 classes for the entire unit)

Unit 13: Three-Dimensional Figures

(7 classes for the entire unit)

Unit 14: Linear Measurement

(12 classes for the entire unit)

Unit 15: Operation Connections

(8 classes for the entire unit)

Unit 16: Personal Financial Literacy

(5 classes for the entire unit)

Texas Essential Knowledge and Skills (TEKS)