Correlation Between the Texas Essential Knowledge and Skills
for Mathematics and the
eTAP Lessons
Number, Operation and Reasoning | Patterns, Relationships, and Algebraic Reasoning | Geometry and Spatial Reasoning | Uses of Measurement | Probability and Statistics | Problem
Solving
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| Pre-Test |
Texas Essential Knowledge Skills |
eTAP Lessons |
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Post-Test |
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Outside Link |
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Objective 1. The student will demonstrate
an understanding of numbers, operations, and quantitative reasoning.
(4.1) Number, operation, and quantitative reasoning. The
student uses place value to represent whole numbers and decimals. The
student is expected to |
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Q&A |
(A) |
use place value to read, write, compare, and
order whole numbers through the millions place. |
Identify the Place Value for Each Digit in Numbers to 10,000 |
Discovering Math: Number Theory (Grades 3-5) |
Q&A |
http://www.aaamath.com/plc21c-placeva
lue-specific.html |
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(4.2) Number, operation, and quantitative
reasoning. The student describes and compares fractional parts of
whole objects or sets of objects. The student is expected to |
Q&A |
(A) |
generate equivalent fractions using [concrete
and] pictorial models; |
Recognize, Name, and Compare Unit Fractions from
1/12 to 1/2 |
Mathica's Mathshop: Sweet Dreams |
Q&A |
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http://www.themathpage.com/ARITH/equivalent-fractions.htm |
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(B) |
model fraction quantities greater than one using
[concrete materials and] pictures; |
Compare Fractions Represented by Drawings, or
Concrete Materials |
Math Mastery: Fractions |
Q&A |
http://my.nctm.org/eresources/repository/2071/app
let/FractionPie/index.html |
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(C) |
compare and order fractions using [concrete and]
pictorial models; and |
Compare Fractions Represented by Drawings, or
Concrete Materials |
Math Mastery: Fractions |
Q&A |
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http://www.themathpage.com/arith/compare-fractions.htm |
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(D) |
relate decimals to fractions that name tenths
and hundredths using models. |
Fractions and Decimals – Same Concept |
Math Mastery: Fractions |
Q&A |
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http://www.purplemath.com/modules/percents.htm |
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(4.3) Number, operation, and quantitative
reasoning. The student adds and subtracts to solve meaningful
problems involving whole numbers and decimals. The student is expected to |
Q&A |
(A) |
use addition and subtraction to solve problems
involving whole numbers; and |
Addition and Subtraction |
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Q&A |
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http://education.jlab.org/smadd/index.html |
Q&A |
(B) |
add and subtract decimals to the hundredths
place using [concrete and] pictorial models. |
Addition and Subtraction of Decimals |
Zany World of Basic Math, The, Module 6: Working with Decimals
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Q&A |
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http://www.321know.com/grade5.htm#topic90 |
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(4.4) Number, operation, and quantitative
reasoning. The student multiplies and divides to solve meaningful
problems involving whole numbers. The student is expected to |
Q&A |
(A) |
model factors and products using arrays and area
models; |
Repeated Addition, Arrays, and Counting |
Math Monsters: Doubles and Their Neighbors |
Q&A |
http://www.homeschoolmath.net/teaching/md/m
ultiplication-repeated-addition.php |
Q&A |
(B) |
represent multiplication and division situations
in picture, word, and number form; |
Repeated Addition, Arrays, and Counting
Repeated Subtraction |
Math Monsters: Doubles and Their Neighbors |
Q&A |
http://www.homeschoolmath.net/teachi
ng/md/long_division.php |
Q&A |
(C) |
recall and apply multiplication facts through 12
× 12; |
Multiplication Tables for Numbers Between 1 and
10 |
Mathica's Mathshop: Tea Times Trouble |
Q&A |
http://www.oswego.org/ocsd-web/games/Mathm
agician/mathsmulti.html |
Q&A |
(D) |
use multiplication to solve problems involving
two-digit numbers; and |
Simple Problems Involving Multiplication of Multi-digit Numbers by One Digit
Numbers |
Math Mastery: Multiplication |
Q&A |
http://www.bbc.co.uk/skillswise/numbers/wholen
umbers/multiplication/problemsolving/ |
Q&A |
(E) |
use division to solve problems involving
one-digit divisors. |
Dividing Multi-digit Numbers by One- or Two-
Digit Numbers |
Math Mastery: Division |
Q&A |
http://www.bbc.co.uk/skillswise/numbers/wh
olenumbers/division/problemsolving/ |
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(4.5) Number, operation, and quantitative
reasoning. The student estimates to determine reasonable results.
The student is expected to |
Q&A |
(A) |
round whole numbers to the nearest ten, hundred,
or thousand to approximate reasonable results in problem situations; and |
Round off Whole Numbers |
Zany World of Basic Math, The, Module 5: Integer Grab Bag |
Q&A |
http://www.funbrain.com/cgi-bin/tens.
cgi?A1=s&A2=4 |
Q&A |
(B) |
estimate a product or quotient beyond basic
facts. |
Estimate, Round Off, and Manipulate
Very Small
and Very Large Numbers |
Multiplying with Decimals
Math Mastery: Subtraction
Math Mastery: Addition |
Q&A |
http://www.algebra-online.com/estimatin
g-products-quotients-mixed-numbers-1.htm |
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Objective 2. The student will demonstrate
an understanding of patterns, relationships, and algebraic reasoning.
(4.6) Patterns, relationships, and algebraic thinking. The
student uses patterns in multiplication and division. The student is
expected to |
Q&A |
(B) |
solve division problems related to
multiplication facts (fact families) such as 9 × 9 = 81 and 81 ÷ 9 = 9; and |
Dividing Multi-digit Numbers by One- or Two-
Digit Numbers |
Math Mastery: Division |
Q&A |
http://www.bbc.co.uk/skillswise/numbers/wholen
umbers/division/problemsolving/game.shtml |
Q&A |
(C) |
use patterns to multiply by 10 and 100. |
Multiplication Tables ( 10S) |
Mathica's Mathshop: Tea Times Trouble
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Q&A |
http://www.bbc.co.uk/skillswise/numbers/wholen
umbers/multiplication/multiply10and100/ |
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(4.7) Patterns, relationships, and
algebraic thinking. The student uses organizational structures to
analyze and describe patterns and relationships. The student is expected to |
Q&A |
(A) |
describe the relationship between two sets of
related data such as ordered pairs in a table. |
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Q&A |
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Objective 3. The student will demonstrate
an understanding of geometry and spatial reasoning.
(4.8) Geometry and spatial reasoning. The student identifies
and describes lines, shapes, and solids using formal geometric language. The
student is expected to |
Q&A |
(A) |
identify right, acute, and obtuse angles; |
Recognizing Figures |
Special Triangles |
Q&A |
http://www.regentsprep.org/Regents/math/g
eometry/GP5/LAngles.htm |
Q&A |
(B) |
identify models of parallel and perpendicular
lines; and |
Classify Plane and Solid Geometric Shapes |
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Q&A |
Q&A |
(C) |
describe shapes and solids in terms of vertices,
edges, and faces. |
Recognizing Figures
Curved Figures |
Special Triangles |
Q&A |
http://www.bbc.co.uk/schools/revisewise/math
s/shape/14_act.shtml |
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(4.9) Geometry and spatial reasoning.
The student connects transformations to congruence and symmetry. The student
is expected to |
Q&A |
(B) |
use translations, reflections, and rotations to
verify that two shapes are congruent; and |
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Q&A |
Q&A |
(C) |
use reflections to verify that a shape has
symmetry. |
http://www.regentsprep.org/Regents/ma
th/geometry/GT1/indexGT1.htm |
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Q&A |
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(4.10) Geometry and spatial reasoning.
The student recognizes the connection between numbers and points on a number
line. The student is expected to |
Q&A |
(A) |
locate and name points on a number line using
whole numbers, fractions such as halves and fourths, and decimals such as
tenths. |
Decimals, Fractions, Mixed Numbers, and Positive
and Negative Integers on the Number Line |
Mathematical Eye: Numbers
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Q&A |
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Objective 4. The student will demonstrate
an understanding of the concepts and uses of measurement.
(4.11) Measurement. The student selects and uses appropriate
units and procedures to measure weight and capacity. The student is expected
to |
Q&A |
(A) |
estimate [and measure] weight using standard
units, including ounces, pounds, grams, and kilograms; and |
http://www.bbc.co.uk/schools/revisew
ise/maths/shape/13_act.shtml |
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Q&A |
Q&A |
(B) |
estimate [and measure] capacity using standard
units, including milliliters, liters, cups, pints, quarts, and gallons. |
Estimate or Determine the Area and Volume of
Solid Figures by Covering Them |
Videomath: Surfaces |
Q&A |
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http://www.aaamath.com/mea.html#topic73 |
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(4.12) Measurement. The student
applies measurement concepts. The student is expected to |
Q&A |
(A) |
measure to solve problems involving length,
including perimeter, time, temperature, and area. |
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Q&A |
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Objective 5. The student will
demonstrate an understanding of probability and statistics.
(4.13) Probability and statistics. The student solves problems
by collecting, organizing, displaying, and interpreting sets of data. The
student is expected to |
Q&A |
(A) |
list all possible outcomes of a
probability experiment, such as tossing a coin; |
Record Possible Outcome |
Discovering Math: Probability (Grades 3-5) |
Q&A |
http://www.mathgoodies.com/lessons/
vol6/intro_probability.html |
Q&A |
(B) |
use a pair of numbers to compare favorable
outcomes to all possible outcomes, such as four heads out of six tosses of a
coin; and |
Record Possible Outcome |
Discovering Math: Probability (Grades 3-5) |
Q&A |
http://www.mathgoodies.com/lessons/
vol6/intro_probability.html |
Q&A |
(C) |
interpret bar graphs. |
Interpreting One- and Two-Variable Data Graphs |
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Q&A |
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http://nces.ed.gov/nceskids/createagraph/ |
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Objective 6. The student will demonstrate
an understanding of the mathematical processes and tools used in problem
solving.
(4.14) Underlying processes and mathematical tools. The
student applies Grade 4 mathematics to solve problems connected to everyday
experiences and activities in and outside of school. The student is expected
to |
Q&A |
(A) |
identify the mathematics in everyday situation |
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Q&A |
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Q&A |
(B) |
use a problem-solving model that incorporates
understanding the problem, making a plan, carrying out the plan, and
evaluating the solution for reasonableness; an |
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Q&A |
Q&A |
(C) |
select or develop an appropriate problem-solving
strategy, including drawing a picture, looking for a pattern, systematic
guessing and checking, acting it out, making a table, working a simpler
problem, or working backwards to solve a problem. |
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Q&A |
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(4.15) Underlying processes and
mathematical tools. The student communicates
about Grade 4 mathematics using informal language. The student is expected
to |
Q&A |
(B) |
relate informal language to mathematical
language and symbols. |
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Q&A |
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(4.16) Underlying processes and
mathematical tools. The student uses logical
reasoning to make sense of his or her world. The student is expected to
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Q&A |
(A) |
make generalizations from patterns or sets of
examples and nonexamples. |
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Q&A |
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