# Search Standards

Standard Name | STAAR | Student Expectation |
---|---|---|

K.1.A | 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; | |

K.1.B | use sets of concrete objects to represent quantities given in verbal or written form (through 20); and | |

K.1.C | use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions. | |

K.2.A | use language such as before or after to describe relative position in a sequence of events or objects; and | |

K.2.B | name the ordinal positions in a sequence such as first, second, third, etc. | |

K.3.A | share a whole by separating it into two equal parts; and | |

K.3.B | explain why a given part is half of the whole. | |

K.4.A | The student is expected to model and create addition and subtraction problems in real situations with concrete objects. | |

K.5.A | The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects. | |

K.6.A | use patterns to predict what comes next, including cause-and-effect relationships; and | |

K.6.B | count by ones to 100. | |

K.7.A | describe one object in relation to another using informal language such as over, under, above, and below; and | |

K.7.B | place an object in a specified position. | |

K.8.A | describe and identify an object by its attributes using informal language; | |

K.8.B | compare two objects based on their attributes; and | |

K.8.C | sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted. | |

K.9.A | describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures; | |

K.9.B | recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and | |

K.9.C | describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle). | |

K.10.A | compare and order two or three concrete objects according to length (longer/shorter than, or the same); | |

K.10.B | compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same); | |

K.10.C | compare two containers according to capacity (holds more, holds less, or holds the same); | |

K.10.D | compare two objects according to weight/mass (heavier than, lighter than or equal to); and | |

K.10.E | compare situations or objects according to relative temperature (hotter/colder than, or the same as). | |

K.11.A | compare events according to duration such as more time than or less time than; | |

K.11.B | sequence events (up to three); and | |

K.11.C | read a calendar using days, weeks, and months. | |

K.12.A | construct graphs using real objects or pictures in order to answer questions; and | |

K.12.B | use information from a graph of real objects or pictures in order to answer questions. | |

K.13.A | identify mathematics in everyday situations; | |

K.13.B | 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; | |

K.13.C | 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; and | |

K.13.D | use tools such as real objects, manipulatives, and technology to solve problems. | |

K.14.A | communicate mathematical ideas using objects, words, pictures, numbers, and technology; and | |

K.14.B | relate everyday language to mathematical language and symbols. | |

K.15.A | The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. | |

1.1.A | compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models; | |

1.1.B | create sets of tens and ones using concrete objects to describe, compare, and order whole numbers; | |

1.1.C | identify individual coins by name and value and describe relationships among them; and | |

1.1.D | read and write numbers to 99 to describe sets of concrete objects. | |

1.2.A | separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts; and | |

1.2.B | use appropriate language to describe part of a set such as three out of the eight crayons are red. | |

1.3.A | model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and | |

1.3.B | use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 - 9 = 9). | |

1.4.A | The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems. | |

1.5.A | use patterns to skip count by twos, fives, and tens; | |

1.5.B | find patterns in numbers, including odd and even; | |

1.5.C | compare and order whole numbers using place value; | |

1.5.D | use patterns to develop strategies to solve basic addition and basic subtraction problems; and | |

1.5.E | identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 - 2 = 3, and 5 - 3 = 2. |