1.7A estimate and measure 1.7A use measuring tools to 2.9A identify concrete models 2.9D determine the length of an length using non-standard units measure the length of objects to that approximate object to the nearest marked unit such as paper clips or sides of reinforce the continuous nature of standard units of length and use using rulers, yardsticks, meter colored tiles linear measurement them to measure sticks, or measuring tapes length 2.9A identify concrete models 2.9A find the length of objects 1.7B illustrate that the length of that approximate using concrete models for an object is the number of standard of length and use standard units of length size units of length that, when laid them to measure end-to-end with no gaps or length overlaps, reach from one end of the object to the other 1.7D describe a length to the 2.9A identify concrete models 2.9A find the length of objects nearest unit using a number that approximate using concrete models for and a unit standard of length and use standard units of length them to measure length 1.7C describe the relationship 1.7C measure the same 2.9A identify concrete models that 2.9B describe the inverse between the of the unit and the object/distance with units of two approximate relationship between the size of the number of units needed to measure different lengths and describe how standard units of length and use unit and the number of units needed the length of an object and why the measurement differ them to measure to equal the length of an object length 1.8B read time to the hour and 1.7E tell time to the hour and half 2.10B read and times shown on 2.9G read and time to the analog and digital clocks using nearest one-minute increment using half-hour using analog and digital hour using analog and digital icrements analog and digital clocks and clocks clocks distinguish between a.m. and p.m.. 1.8 The student applies mathematical process standards to organize Instructional Considerations data to make it useful for interpreting information and problems. The student is expected to: Current TEKS New 1st grade TEKS Current TEKS New 2nd grade TEKS 2013-14 2014-15
1.7A estimate and measure length using non-standard units such as paper clips or sides of colored tiles 1.7A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes 1.7B illustrate that the length of an object is the number of units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other 2.9A identify concrete models that approximate standard of length and use them to measure length 2.9A find the length of objects using concrete models for standard units of length 1.7D describe a length to the nearest unit using a number and a unit 2.9A identify concrete models that approximate standard of length and use them to measure length 2.9A find the length of objects using concrete models for standard units of length 1.7C describe the relationship between the size of the unit and the number of units needed to measure the length of an object 1.7C measure the same object/distance with units of two different lengths and describe how and why the measurement differ 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object 1.8B read time to the hour and half-hour using analog and digital clocks 1.7E tell time to the hour and half hour using analog and digital clocks 2.10B read and times shown on analog and digital clocks using icrements 2.9G read and time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.. 1.8 The student applies mathematical process standards to organize data to make it useful for interpreting information and problems. The student is expected to: Instructional Considerations Current TEKS New 1st grade TEKS 2013-14 2014-15 Current TEKS New 2nd grade TEKS
1st_Grade_-_2nd_Grade_B.I.G._FINAL.docx