Mathematics teachers who participated in Rice University School Mathematics Project's 2014 Spring Networking Conference on February 1 provided material for this wonderful resource for K-12 Texas mathematics teachers. Attendees identified mathematical terms new to their grade level in the revised TEKS; these terms are bold typed.

TEKS | Revised Language | | Reporting Category |

K.2I | Compose and decompose numbers up to 10 with objects and pictures. | | Number and Operations |

K.3A | Model the action of joining to represent addition and the action of separating to represent subtraction. | | Number and Operations |

K.3C | Explain the strategies used to solve problems involving addtion and subtraction within 10 using spoken words, concrete and pictorial models, and number sentences. | | Number and Operations |

K.4 | Identify U.S. coins by name, including pennies, nickels, dimes, and quarters. Include value and cent symbol. | | Number and Operations |

K.5 | Recite numbers up to at least 100 by ones and tens beginning with any given number. | | Algebraic Reasoning |

K.6F | Create two-dimensional shapes using a variety of materials and drawings. | | Geometry and Measurement |

K.7A | Give an example of a measureable attribute of a given object, including length, capacity, and weight. | | Geometry and Measurement |

K.8A | Collect, sort and organize data into two or three categories. | | Data Analysis |

K.9 | Financial literacy terms | | Personal Financial Literacy |

1.2A | Recognize instantly the quantity of structured arrangements. | | Number and Operations |

1.2B | Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. | | Number and Operations |

1.2D | Generate a number that is greater than or less than a given number up to 120. | | Number and Operations |

1.2G | Represent the comparison of two numbers to 100 using symbols, <, >, or =. | | Number and Operations |

1.3A | Use concrete and pictorial models to determine the sum of a mutiple of 10 and a 1-digit number in problems up to 99. | | Number and Operations |

1.3B | Use objects and pictorial models to solve problems involving joining, separating, and comparing sets within 20 and unknowns as any of the terms in the problem. | | Number and Operations |

1.3C | Compose 10 with two or more addends. | | Number and Operations |

1.3F | Generate and solve problems. | | Number and Operations |

1.4B | Label the value of a coin with ¢ symbol. | | Number and Operations |

1.5C | Use relationships to determine the number that is 10 more and 10 less than a given number. | | Algebraic Reasoning |

1.5E | Understand that the equal sign represents a relationship where expressions on each side represent the same value. | | Algebraic Reasoning |

1.5F | Determine the unknown whole number in an addition or subtraction equation. | | Algebraic Reasoning |

1.6B | Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. | | Geometry and Measurement |

1.6C | Create two-dimensional figures. | | Geometry and Measurement |

1.9 | Financial literacy terms | | Personal Financial Literacy |

2.8A | Create two-dimensional shapes based on given attributes. | | Geomery and Measurement |

2.8B | Classify three-dimensional solids by attributes. | | Geometry and Measurement |

2.8C | Classify and sort polygons with 12 or fewer sides. | | Geometry and Measurement |

2.8D | Compose two-dimensional shapes and three-dimensional solids with given attributes. | | Geometry and Measurement |

2.9B | Describe the inverse relationship between size of the unit and the number of units needed to equal the length of an object. | | Geometry and Measurement |

2.9C | Represent whole numbers as distances on a number line. | | Geometry and Measurement |

2.9D | Determine the length of an object to the nearest marked unit. | | Geometry and Measurement |

2.9G | Read and write time to the nearest minute using analog and digital clocks and distinguish a.m. from p.m. | | Geometry and Measurement |

2.11 | Financial literacy terms | | Personal Financial Literacy |

3.3C | Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. | | Number and Operations |

3.3F | Represent equivalent fractions using objects and pictorial models, including number lines. | | Number and Operations |

3.3E | Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8. | | Number and Operations |

3.3H | Justify conclusions about fraction comparisons with symbols, words, objects and pictorial models. | | Number and Operations |

3.4F | Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding divison facts. | | Number and Operations |

3.5D | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. | | Number and Operations |

3.5E | Represent real-world relationships using number pairs in a table and verbal descriptions. | | Algebraic Reasoning |

3.6A | Classify and sort two-dimensional shapes and three-dimensional solids based on attributes using formal geometric language. | | Algebraic Reasoning |

3.6B | Recognize quadrilaterals (ex: rhombuses, trapezoids, parallelograms, rectangles, and squares) and draw examples that do not belong to any of those subcategories. | | Geometry and Measurement |

3.6C | Determine the area of rectangles with whole number side lengths. | | Geometry and Measurement |

3.6D | Decompose composite figures from rectangles to determine the area of the original figure using the additive property of area. | | Geometry and Measurement |

3.6E | Decompose two congruent two-dimensional figures and express the area of each part as a unit fraction. | | Geometry and Measurement |

3.7C | Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes. | | Geometry and Measurement |

3.7D | Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. | | Geometry and Measurement |

3.7E | Determine liquid volume (capacity) or weight using appropriate tools and units. | | Geometry and Measurement |

3.9 | Financial literacy terms | | Personal Financial Literacy |