Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : Released STAAR Test 2015 | Texas Education Agency : STAAR Released Tests |
Math - Grade 3
Assessment Exam - TEKS Grade 3 Math| Mathematical process standards | eTAP Lesson |
|---|---|
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Apply mathematics to problems arising in everyday life, society, and the workplace
TX.MATH.111.5.1.A |
What Happens in the Future? Unit Cost |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding | |
| 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
TX.MATH.111.5.1.B |
What Happens in the Future? |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
TX.MATH.111.5.1.C |
Repeated Addition, Arrays, and Counting Compare Fractions Represented by Drawings, or Concrete Materials |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding | |
| Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
TX.MATH.111.5.1.D |
Compare Fractions Represented by Drawings, or Concrete Materials |
| Create and use representations to organize, record, and communicate mathematical ideas
TX.MATH.111.5.1.E |
Recognizing Fractions |
| Analyze mathematical relationships to connect and communicate mathematical ideas
TX.MATH.111.5.1.F |
Compare Fractions Represented by Drawings, or Concrete Materials Find the Sum or Difference of Two Whole Numbers Between 0 and 10,000 |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
TX.MATH.111.5.1.G |
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| Number and operations | eTAP Lesson |
| The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value | |
| Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate
TX.MATH.111.5.2.A |
Find the Sum or Difference of Two Whole Numbers Between 0 and 10,000 |
| Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
TX.MATH.111.5.2.B |
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| Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers;
TX.MATH.111.5.2.C |
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| The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. | |
| Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
TX.MATH.111.5.2.D |
Compare and Order Whole Numbers to 10,000 |
| The student applies mathematical process standards to represent and explain fractional units. | |
| Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines
TX.MATH.111.5.3.A |
Recognizing Fractions |
| The student applies mathematical process standards to represent and explain fractional units | |
| Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line
TX.MATH.111.5.3.B |
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| Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number
TX.MATH.111.5.3.C |
Recognizing Fractions |
| The student applies mathematical process standards to represent and explain fractional units. | |
| Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
TX.MATH.111.5.3.D |
Recognizing Fractions |
| The student applies mathematical process standards to represent and explain fractional units | |
| Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
TX.MATH.111.5.3.E |
Recognizing Fractions |
| The student applies mathematical process standards to represent and explain fractional units. | |
| Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
TX.MATH.111.5.3.F |
Compare Fractions Represented by Drawings, or Concrete Materials |
| Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
TX.MATH.111.5.3.G |
Recognizing Fractions |
| Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models
TX.MATH.111.5.3.H |
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| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy | |
| Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
TX.MATH.111.5.4.A |
Addition, Subtraction Problems Using Simple Charts |
| Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
TX.MATH.111.5.4.B |
Rounding Numbers |
| Determine the value of a collection of coins and bills
TX.MATH.111.5.4.C |
Decimal Points, $ Sign, ยข Symbol |
| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. | |
| Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
TX.MATH.111.5.4.D |
Represent Numbers (1-1,000) in Different Forms |
| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy | |
| Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
TX.MATH.111.5.4.E |
Repeated Addition, Arrays, and Counting |
| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. | |
| Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
TX.MATH.111.5.4.F |
Multiplication Tables for Numbers Between 1 and 10 |
| Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
TX.MATH.111.5.4.G |
Simple Problems Involving Multiplication of Multi-digit Numbers by One Digit Numbers |
| Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally
TX.MATH.111.5.4.H |
Dividing Multi-digit Numbers by One- or Two- Digit Numbers |
| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy | |
| Determine if a number is even or odd using divisibility rules
TX.MATH.111.5.4.I |
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| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. | |
| Determine a quotient using the relationship between multiplication and division
TX.MATH.111.5.4.J |
Repeated Subtraction |
| The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy | |
| Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
TX.MATH.111.5.4.K |
Simple Problems Involving Multiplication of Multi-digit Numbers by One Digit Numbers |
| Algebraic reasoning | eTAP Lesson |
| The student applies mathematical process standards to analyze and create patterns and relationships. | |
| Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
TX.MATH.111.5.5.A |
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| The student applies mathematical process standards to analyze and create patterns and relationships | |
| Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
TX.MATH.111.5.5.B |
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| Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
TX.MATH.111.5.5.C |
Repeated Addition, Arrays, and Counting |
| The student applies mathematical process standards to analyze and create patterns and relationships. | |
| Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
TX.MATH.111.5.5.D |
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| The student applies mathematical process standards to analyze and create patterns and relationships | |
| Represent real-world relationships using number pairs in a table and verbal descriptions
TX.MATH.111.5.5.E |
Repeated Addition, Arrays, and Counting |
| Geometry and measurement | eTAP Lesson |
| The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. | |
| Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
TX.MATH.111.5.6.A |
Classify Plane & Solid Geometric Shapes |
| Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories
TX.MATH.111.5.6.B |
Classify Plane & Solid Geometric Shapes |
| The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties | |
| Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
TX.MATH.111.5.6.C |
Finding Area |
| Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
TX.MATH.111.5.6.D |
Classify Plane & Solid Geometric Shapes Finding Area |
| Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape
TX.MATH.111.5.6.E |
Classify Plane & Solid Geometric Shapes Finding Area |
| The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement | |
| Represent fractions of halves, fourths, and eighths as distances from zero on a number line
TX.MATH.111.5.7.A |
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| Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
TX.MATH.111.5.7.B |
Finding Area |
| Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes
TX.MATH.111.5.7.C |
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| Determine when it is appropriate to use measurements of liquid volume (capacity) or weight
TX.MATH.111.5.7.D |
Compare Length, Weight, Volume of Two or More Objects |
| Determine liquid volume (capacity) or weight using appropriate units and tools
TX.MATH.111.5.7.E |
Compare Length, Weight, Volume of Two or More Objects |
| Data analysis | eTAP Lesson |
| The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data | |
| Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
TX.MATH.111.5.8.A |
Showing the Results |
| Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
TX.MATH.111.5.8.B |
Showing the Results |
| Personal financial literacy | eTAP Lesson |
| The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security | |
| Explain the connection between human capital/labor and income
TX.MATH.111.5.9.A |
Human Labor and Income |
| Describe the relationship between the availability or scarcity of resources and how that impacts cost
TX.MATH.111.5.9.B |
Scarcity of Resources and Cost |
| Identify the costs and benefits of planned and unplanned spending decisions
TX.MATH.111.5.9.C |
Planned and Unplanned Spending |
| Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest
TX.MATH.111.5.9.D |
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| List reasons to save and explain the benefit of a savings plan, including for college
TX.MATH.111.5.9.E |
Decisions Involving Income, Saving and Spending |
| Identify decisions involving income, spending, saving, credit, and charitable giving
TX.MATH.111.5.9.F |
Decisions Involving Income, Saving and Spending |
