Some of their standards are EXACTLY, as in VERBATIM, like ours. More than some, most of them. I found an exact match or a near match for almost every standard. But at the same time, little things about them and their overall set up are just different enough. It is like the main difference is that, like a three year old, I DO IT MYSELF! It is like people who would never hire a maid because they are obsessive about how they do it. They are obsessed with their processes. Like that episode of Jon and Kate plus Eight when she kept interviewing and firing maids. All I’m saying is, Texas is like Kate Gosselin.
TEKS are like, we will see your counting forward and we will raise you counting backwards, but only by one number. 90%
Common Core: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.
TEKS: §111.2(b)(2)(C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order
Verdict. CC devoted a lot more student expectations to this stuff, which is weird to me. Because they all basically mean, “understand how to count.” (flashback to Sideways Stories from Wayside School, anyone?) Also confusing: the TEKS actually deleted our “one-to-one correspondence" student expectation in the new version, effective this upcoming school year.” I wish Everly were here. She could explain to me whether that was an intentional deletion and why, or whether it the revision committee thought they were supplanting it with plainer language. Speaking of plain language. Memo to the CC: your kindergarten teachers are certified generalists. Your kindergarten parents are likely not mathematicians either. Nobody knows WTF you mean when you say “connect counting to cardinality.” and “say the names in the standard order” -- as opposed to?? Because of that jargon explosion, I declare the TEKS the winner here. 50%
Common Core: K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
TEKS: §111.2(b)(2)(C) see above
Verdict: CC just said, “regardless of their arrangement or the order”; they are really getting into the minutia for their teachers. That is kind of weird, coming from Texas where we tell teachers what to teach but not how. I know teachers sometimes complain about too many TEKS, but these CC standards seem to be like, the same thing over and over again. And a little bit like, bossy. This is pretty close, but I’m gonna go with the TEKS here; they basically got four CC standards for the price of one. 50%
Common Core: K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
TEKS: §111.2(b)(2)(G) compare sets of objects up to at least 20 in each set using comparative language
Verdict: CC provides strategies. Interesting. 100%
Common Core: K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
TEKS: §111.2(b)(2)(H) use comparative language to describe two numbers up to 20 presented as written numerals;
Verdict: These are so freaking identical, except the TEKS are twice as hard. 50%
Common Core: K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object
TEKS: §111.2(b)(7)(A) give an example of a measurable attribute of a given object, including length, capacity, and weight; (6)(D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;
(6)(E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and
90%
Common Core: K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
TEKS: §111.2(b)(6)(F) create two-dimensional shapes using a variety of
materials and drawings.
Left over TEKS standards: draw your own conclusions.
(2)(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
(4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
Verdict: CC seems to go for the 3D via their e.g. while the TEKS clearly state 2D. I give points to the TEKS for being written more clearly without the need for an example, but the CC points for going into the 3D and giving examples for clarity.
90%
90%
Common Core: K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?”
TEKS: §111.2(b)(6)(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;
Verdict: I really love the way the CC provides examples. And their standard definitely beat ours here. 50%
Left over TEKS standards: draw your own conclusions.
(2)(E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
(4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
(6)(C) identify two-dimensional
components of three-dimensional objects; Really CC? you left this out?
(8)(B) use data to create real-object
and picture graphs; and
(9)(A) identify ways to earn income;
(9)(B) differentiate between money received as
income and money received as gifts;
(9)(C) list simple skills required for jobs; and
(9)(D) distinguish between wants and needs and
identify income as a source to meet one's wants and needs.

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