Texas 3 Math TEKS
53 Standards
3.1(A)
Apply mathematics to problems arising in everyday life, society, and the workplace.
3.1(B)
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.
3.1(C)
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.
3.1(D)
2 LessonsCommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Aligned Lessons
3.1(E)
2 LessonsCreate and use representations to organize, record, and communicate mathematical ideas.
Aligned Lessons
3.1(F)
Analyze mathematical relationships to connect and communicate mathematical ideas.
3.1(G)
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
3.2(A)
1 LessonCompose and decompose numbers up to 100,000 using objects, pictorial models, and expanded notation.
Aligned Lessons
3.2(B)
Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place.
3.2(C)
3 LessonsRepresent a number on a number line and use relative size to round whole numbers.
Aligned Lessons
3.2(D)
1 LessonCompare and order whole numbers up to 100,000 using the symbols >, <, or =.
Aligned Lessons
3.3(A)
1 LessonRepresent fractions with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models.
Aligned Lessons
3.3(B)
1 LessonDetermine the corresponding fraction given a specified point on a number line.
Aligned Lessons
3.3(C)
2 LessonsExplain that a unit fraction 1/b represents one part of a whole that is partitioned into b equal parts.
Aligned Lessons
3.3(D)
Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b.
3.3(E)
Solve problems involving partitioning an object among two or more recipients using pictorial representations.
3.3(F)
1 LessonRepresent equivalent fractions using a variety of objects and pictorial models, including number lines.
Aligned Lessons
3.3(G)
Explain that two fractions are equivalent if they represent the same portion of a whole.
3.3(H)
Compare two fractions having the same numerator or denominator by reasoning about their sizes.
3.4(A)
1 LessonSolve one-step and two-step problems involving addition and subtraction within 1,000 using place value and properties of operations.
Aligned Lessons
3.4(B)
Round to the nearest 10 or 100 or use compatible numbers to estimate solutions.
3.4(C)
Determine the value of a collection of coins and bills.
3.4(D)
Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.
3.4(E)
4 LessonsRepresent multiplication facts using repeated addition, equal groups, arrays, area models, and number lines.
Aligned Lessons
3.4(F)
4 LessonsRecall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
Aligned Lessons
3.4(G)
1 LessonUse strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number.
Aligned Lessons
3.4(H)
Determine the number of objects in each group when a set is partitioned into equal shares.
3.4(I)
Determine if a number is even or odd using divisibility rules.
3.4(J)
1 LessonDetermine a quotient using the relationship between multiplication and division.
Aligned Lessons
3.4(K)
Solve one-step and two-step problems involving multiplication and division within 100 using objects, pictorial models, or properties of operations.
3.5(A)
1 LessonRepresent one- and two-step problems involving addition and subtraction using pictorial models, number lines, and equations.
Aligned Lessons
3.5(B)
5 LessonsRepresent and solve multiplication and division problems within 100 using arrays, strip diagrams, and equations.
Aligned Lessons
3.5(C)
Describe a multiplication expression as a comparison, such as 3 × 24 represents 3 times as much as 24.
3.5(D)
3 LessonsDetermine the unknown whole number in a multiplication or division equation when the unknown is a missing factor or product.
Aligned Lessons
3.5(E)
1 LessonRepresent real-world relationships using number pairs in a table and verbal descriptions.
Aligned Lessons
3.6(A)
4 LessonsClassify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes.
Aligned Lessons
3.6(B)
4 LessonsRecognize rhombuses, parallelograms, trapezoids, rectangles, and squares as quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
Aligned Lessons
3.6(C)
2 LessonsDetermine the area of rectangles with whole number side lengths using multiplication.
Aligned Lessons
3.6(D)
1 LessonDecompose composite figures formed by rectangles into non-overlapping rectangles to determine the total area.
Aligned Lessons
3.6(E)
Decompose congruent two-dimensional figures into equal parts and express the area of each part as a unit fraction of the whole.
3.7(A)
2 LessonsRepresent fractions of halves, fourths, and eighths as distances from zero on a number line.
Aligned Lessons
3.7(B)
2 LessonsDetermine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths.
Aligned Lessons
3.7(C)
Solve problems involving addition and subtraction of time intervals in minutes.
3.7(D)
1 LessonDetermine when it is appropriate to use measurements of liquid volume or weight.
Aligned Lessons
3.7(E)
1 LessonDetermine liquid volume or weight using appropriate units and tools.
Aligned Lessons
3.8(A)
Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
3.8(B)
Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
3.9(A)
Explain the connection between human capital/labor and income.
3.9(B)
Describe the relationship between the availability or scarcity of resources and how that impacts cost.
3.9(C)
Identify the costs and benefits of planned and unplanned spending decisions.
3.9(D)
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, usually with interest.
3.9(E)
List reasons to save and explain the benefit of a savings plan, including for college.
3.9(F)
Identify decisions involving income, spending, saving, credit, and charitable giving.