## ◂Math Worksheets and Study Guides First Grade. Patterns

### The resources above correspond to the standards listed below:

#### Texas Essential Knowledge and Skills (TEKS)

1.2. Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:
1.2 (B) 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.
1.2 (E) Use place value to compare whole numbers up to 120 using comparative language.
1.2 (F) Order whole numbers up to 120 using place value and open number lines.
1.2 (G) Represent the comparison of two numbers to 100 using the symbols >, <, or =.
1.3. Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems. The student is expected to:
1.3 (B) Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3.
1.3 (C) Compose 10 with two or more addends with and without concrete objects.
1.3 (D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
1.3 (E) Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.
1.4. Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions. The student is expected to:
1.4 (A) Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
1.4 (B) Write a number with the cent symbol to describe the value of a coin.
1.4 (C) Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
1.5. Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:
1.5(A) Recite numbers forward and backward from any given number between 1 and 120.
1.5 (B) Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
1.5 (C) Use relationships to determine the number that is 10 more and 10 less than a given number up to 120.
1.5 (D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.
1.5 (G) Apply properties of operations to add and subtract two or three numbers.
1.6. Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:
1.6 (G) Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words.
1.6 (H) Identify examples and non-examples of halves and fourths.
Standards