### Suggested Time Frame: 30 Instructional Days

##### Focus TEKS

• 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
• 1.5G Apply properties of operations to add and subtract two or three numbers

Adding and Subtracting – Problem Solving

• 1.3B 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
• 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

Adding and Subtracting – Representing and Explaining

• 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
• 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
• 1.5E  Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
##### Numeracy TEKS

Number Sense (Suggested: 10 days)

• 1.2A Recognize instantly the quantity of structured arrangements [10 or less]
• 1.3C compose 10 with two or more addends with and without concrete objects

Counting Patterns and Quantities (Suggested: 10 days)

• 1.5A Recite numbers forward and backward from any given number between 1 and 120 [at least 100 in this unit]
• 1.5B  Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
##### Spiral Review TEKS

Kindergarten Geometry (Suggested: 10 days)

• K.6A identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles
• K.6B identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world
• K.6C  identify two-dimensional components of three-dimensional objects
• K.6D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably
• K.6E classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size
• K.6F create two-dimensional shapes using a variety of materials and drawings

Collect and Display Data (Suggested: 10 days)

• 1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
• 1.8B Use data to create picture and bar-type graphs
• 1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs

Counting Quantities (Suggested: 10 days, using both numeracy and spiral review time)

• 1.5A recite numbers forward and backward from any given number between 1 and 120;
• 1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;