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Suggested Time Frame: 14 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 [Count On addition strategy in this unit]
• 1.2A  Recognize instantly the quantity of structured arrangements
• 1.2D Generate a number that is greater than or less than a given whole number up to 120 [20 in this unit]
• 1.5B  skip count by twos, fives, and tens to determine the total number of objects up to 120 [20 in this unit] in a set;
• 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

• 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

• 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
Numeracy TEKS

Number Sense

• 1.2A Recognize instantly the quantity of structured arrangements [up to 10 in this unit]

Kindergarten Counting Patterns

• K.5 The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number [count by tens to 100 in this unit]

Counting Patterns

• 1.5A Recite numbers forward and backward from any given number between 1 and 120 [50 in this unit]
Spiral Review TEKS

Counting and Representing Quantities to 20

• 1.2A Recognize instantly the quantity of structured arrangements
• 1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 [20 in this unit] in more than one way as so many hundreds, so many tens, and so many ones
• 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120 [20 in this unit]

Comparing and Ordering Quantities within 20

• 1.2D Generate a number that is greater than or less than a given whole number up to 120 [20 in this unit]
• 1.2E Use place value to compare whole numbers up to 120 [20 in this unit] using comparative language
• 1.2F Order whole numbers up to 120 [20 in this unit] using place value and open number lines [number tracks in this unit]

Counting Collections

• 1.5A Recite numbers forward and backward from any given number between 1 and 120 [50 in this unit]