## Coding

### TEKS Alignment for Coding

TEKS These are not from LISD / Use them as a reference only.

Chapter 111 | ||

111.2 | Kindergarten | |

(a) | Introduction | |

(a)(1) | Prepare all Texas Students for challenges in 21st century by embedding statistics, probability, and finance, while focusing on COMPUTATIONAL THINKING, mathematical fluency, and solid understanding. | All puzzles and unplugged lessons in Code Studio, http://studio.code.org |

(a)(2) | The process standards describe ways in which students are expected to engage in the content. The process standards weave the other K&S today so students can be successful problem solvers and use math efficiently and effectively in daily life. Apply math to problems arising in everyday life, society, and the workplace. Use a problem-solving model that incorporates ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, determine a solution, justifying the solutions, and evaluating the problem-solving process and reasonableness of the solution. Select tools such as real objects, manipulative, ALGORITHMS, paper and pencil, and technology and techniques such as mental math, estimation, number sense, GENERALIZATION AND ABSTRACTION to solve problems. Communicate math ideas, reasoning, and their implications using representations such as symbols, diagrams, graphs, COMPUTER PROGRAMS, and language. Use math relationships to connect and communicate math ideas. Display, explain, or justify math ideas and arguments using precise math language in written or oral communication. | All puzzles and unplugged lessons in Code Studio. |

(a)(3) | Develop a robust sense of number. Carry out procedures flexibly, accurately, efficiently, and appropriately. Develop procedural fluency in problem solving through time, effort and PERSEVERANCE. | All puzzles and unplugged lessons in Code Studio |

(a)(4) | Focal areas: understanding counting and cardinality, understand addition as joining and subtraction as separating, compare objects by measurable attributes | Course 1 (6) Real-life Algorithms - Plant a Seed |

(a)(4)(A) | Counting and cardinality, Number names and the counting sequence. Apply principles of counting to make the connection between numbers and quantities | Course 1 (8) Artist |

(a)(4)(B) | Use meaning of numbers to create strategies for solving problems and respond to practical situations involving addition and subtraction. | |

(a)(4)(C) | Identify characteristics of OBJECTS that can be measured and directly compare objects accounting to these measurable ATTRIBUTES. | |

(b) | Knowledge and Skills | |

(b)(1) | Math Process standards | |

(b)(1)(A) | Apply math to problems arising in everyday life, society and the workplace. | Course 1 (2) Move It, Move It; (4) Maze-Sequence; (6) Real-life Algorithms-Plant a Seed; (9) Building a Foundation; (16) Play Lab - Create a Story |

(b)(1)(B) | 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. | Course 1 (4) Maze-Sequence; (5) Maze-Debugging; (6) Real-life Algorithms-Plant a Seed; (7) Bee1-sequence; (8) Artist-Sequence; (9) Building a Foundation; (10) Artist-Shapes; (11) Spelling Bee; (12) Getting Loopy; (13) Maze-Loops; (14) Bee-Loops; (15) The Big Event; (16) Play Lab - Create a Story; (17) Going Places Safely |

(b)(1)(C) | Select tools and techniques … to solve problems. Tools includes real objects, manipulatives, paper and pencil, and technology. Techniques include mental math, estimation, and number sense. | All Courses as Code Studio includes real objects, manipulatives, paper and pencil and technology and includes mental math, estimation and number sense to solve problems. |

(b)(1)(D) | Communicate math ideas, reasoning using multiple representations including symbols, diagrams, graphs, and language (Note intro says computers programs.) | Course 1 (1) Happy Maps; (4) Maze-Sequence; (6) Real-life Algorithms; (7) Bee1-Sequence; (8) Artist-Sequence; (10) Artist-Shapes; (13) Maze-Loops; (14) Bee-Loops; (16) Play Lab - Create a Story |

(b)(1)(E) | Create and use presentations to organize, record and communicate math ideas | Course 1 (4) Maze; (6) Real-life Algorithms; (7) Bee; (8) Artist; (16) Play Lab |

(b)(1)(F) | Analyze math relationships to connect and communicate math ideas | (16) Play Lab |

(b)(1)(G) | Display, explain, justify math ideas and arguments using precise math language in written or oral communication. | Course 1 (1) Happy Maps; (2) Move It; Move It; (6) Real-life Algorithms; (16) Play Lab; (18) Artist |

Course 1 (12) Getting Loopy | ||

(b)(2) | Number and operations. Apply math process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers; and relationship within numeration system. | |

(b)(2)(A) | Count forward and backward to at least 20 | Course 1 (7) Bee: Sequence; (12) Getting Loopy (18) Artist |

(b)(2)(B) | Read, write, and represent whole numbers from 0 to at least 20. | Course 1 (9) Build a Foundation; (12) Getting Loopy |

(b)(2)(C) | Count a set of objects up to at least 20 and demonstrate the last number tells the number of objects in the set. | Course 2 (14) Binary Bracelets |

(b)(2)(D) | Recognize instantly the quantity of a small group of objects. | Course 1 (4) Maze; (7) Bee; (8) Artist; (11) Spelling Bee; (18) Artist |

(b)(2)(E) | Generate a set using concrete and pictorial models that represent a more than, less than, equal to a given number up to 20. | Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets |

(b)(2)(F) | Generate a number that is one more than or one less than another number up to at least 20 | Course 1 (12) Getting Loopy; (18) Artist |

(b)(2)(G) | Compare sets of objects up to at least 20 in each set using comparative language | Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets |

(b)(2)(H) | Use comparative language to describe two numbers up to 20 presented at written numerals | |

(b)(2)(I) | Compose and decompose numbers up to 10 with objects and pictures | Course 1 (7) Bee: Sequence; (16) Play Lab; (18) Artist |

(b)(3) | Number and operations. Applied math process standards to develop an understanding of addition and subtraction situations to solve problems. | |

(b)(3)(A) | Model the action of joining to represent addition and the action of separating to represent subtraction | Course 1 (2) Move It, Move It; (7) Bee-Sequence; (8)Artist:Sequence; (12) Getting Loopy |

(b)(3)(B) | Solve word problems using objects and drawings to find sums up to 10 and differences within 10. | Course 1 (8) Artist; (11) Spelling Bee; (16) Play Lab - Create a Story; (18) Artist |

(b)(3)(C) | Explain strategies used to solve problems involving adding and subtracting within 10 using words, concrete and pictorial models, and number sentences | Course 1 (6) Real-life Algorithms; (16) Play Lab - Create a Story |

(b)(4) | Number and operations. Applies math process standards to identify coins | Course 1 (2) Move It, Move It - Teacher would have to create Coin pictures |

(b)(5) | Algebraic reasoning. Applies math process standards to identify pattern in the number word list. Recite numbers up to 100 by ones and tens beginning with any given number. | Course 2 (14) Binary Bracelets; Course 3 (19) Crowdsourcing (Adjusted to counting items in jar.); Course 4 (11) Play Lab: For Loops. |

(b)(6) | Geometry and measurement. Applies math process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. | |

(b)(6)(A) | Identify two-dimensional shapes, including circles, triangles, rectangles, and squares | Course 1 (10) Artist: Shapes |

(b)(6)(B) | Identify three-dimensional shapes, including cylinders, cones, spheres, and cubes in the real world | Course 1 (2) Move It, Move It - Teacher would have to build maze to find shapes |

(b)(6)(C) | Identify two-dimensional components of three-dimensional objects | Course 1 (9) Building a Foundation |

(b)(6)(D) | identify attributes of two-dimensional shapes using informal and formal geometric language. | Course 1 (10) Artist: Shapes; (18) Artist |

(b)(6)(E) | Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size | Course 1 (4) Maze: Sequence; (7) Bee1: Sequence; Builds Spatial Reasoning |

(b)(6)(F) | Create two-dimensional shapes using a variety of materials and drawings | Course 1 (9) Building a Foundation; (8) Artist: Shapes; (18) Artist |

(b)(7) | Geometry and measurement. Applies math process standards to directly compare measurable attributes. | Course 1 (8) Artist: Sequence; (18) Artist |

(b)(7)(A) | Give an example of a measurable attribute of a given object, including length, capacity and weights | |

(b)(7)(B) | Compare two objects with common measurable attributes to see which object has more or less of the attribute and describe the difference. | Course 1 (10) Artist: Sequence; (18) Artist |

(b)(8) | Data analysis. Applies math process standards to collect and organize data to make it useful for interpreting information. | Course 1 (6) Real Life Algorithms; (9) Building a Foundation; |

(b)(8)(A) | Collect, sort, and organize data into two or three categories | Course 1 (6) Real Life Algorithms; (16) Play Lab |

(b)(8)(B) | Use data to create real-objects and picture graphs. | Course 1 (16) Play Lab; (18) Artist |

(b)(8)(C ) | Draw conclusions from real-objects and picture graphs. | Course 1 (5) Maze: Debugging; (15) The Big Event; (16) Play Lab |

(b)(9) | Personal financial literacy. Applies math process standards to manage one's financial resources. | |

(b)(9)(A) | Identify ways to earn income | Course 1 (16) Play Lab [Make an App]; (17) Going places safely; (18) Artist [Draw something for a Card] |

(b)(9)(B) | Differentiate between money received as income and money received as gifts | |

(b)(9)(C) | List simple skills required for jobs | Course 1 (6) Real Life Algorithm |

(b)(9)(D) | Distinguish between wants and needs and identify income as a source to meet one's wants and needs. | Course 1 (17) Going places safely |