Gizmos for Texas - Mathematics: 3rd Grade (Essential Knowledge and Skills (TEKS) adopted 2012)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : The student uses mathematical processes to acquire and demonstrate mathematical understanding.

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;

1.D: : communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

1.E: : create and use representations to organize, record, and communicate mathematical ideas;

2: : The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

2.A: : 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;

2.B: : describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

2.C: : 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; and

2.D: : compare and order whole numbers up to 100,000 and represent comparisons using the symbols >,

3: : The student applies mathematical process standards to represent and explain fractional units.

3.A: : 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;

3.B: : 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;

3.C: : 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;

3.D: : 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;

3.E: : 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;

3.F: : represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

3.G: : 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; and

3.H: : 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.

4: : 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.

4.A: : 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;

4.B: : round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

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;

4.E: : 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;

4.F: : recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

4.G: : 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;

4.H: : 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;

4.K: : 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.

5: : The student applies mathematical process standards to analyze and create patterns and relationships.

5.A: : represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

5.B: : represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

6: : The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

6.A: : classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

6.B: : 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;

6.C: : 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;

6.D: : decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

7: : The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

7.A: : represent fractions of halves, fourths, and eighths as distances from zero on a number line;

7.B: : determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

7.C: : 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;

8: : The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

8.A: : summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

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.

9: : The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

9.C: : identify the costs and benefits of planned and unplanned spending decisions;

9.F: : identify decisions involving income, spending, saving, credit, and charitable giving.

Correlation last revised: 9/16/2020

Texas - Mathematics: 3rd Grade

Essential Knowledge and Skills (TEKS) | Adopted: 2012