New TX Math 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 problemsolving process and the reasonablesness of the solution; 3.14A Identify math in everyday situations 3.14B Solve problems that incorporate the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution of reasonableness; 3.14C select or develop an appropriate solving problem plan or 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 backwords to solve a problem Process TEKS 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; 3.14D Use tools such as real objects, manipulatives, and technology to solve problems
New TX Math 3.1(D) communicate mathematical ideas, reasoning, and their implications using mutliple representations, including symbols, diagrams, graphs, and lanuage as appropriate; 3.1(E) create and use representations to organize, record, and communicate mathematical ideas; 3.1(F) analyze mathematical relationships to connect and communicate mathematical ideas; and 3.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication 3.15A Explain and record observations using objects, words, pictures, numbers, and technology 3.15A Explain and record observations using objects, words, pictures, numbers, and technology 3.15B Relate informal language to mathematical language and symbols 3.16A Make generalizations about patterns or sets of examples and nonexamples 3.16B Justify why an answer is reasonable and explain the solution process
New TX Math 3.2 A compose and decompose numbers up to 100,000 as a sum of so many 10,000s, so many 1,000s, so many 100s, so many 10s, and so many 1s using objects, pictorial models, and numbers including expanded notation 3.2 B describe the mathematical relationships found in the base 10 place value system through the 100,000s place 3.2 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 3.2 D compare and order whole numbers up to 100,000 and represent comparisons using the symbols < and > 3.1 A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999 Number and Operations: Add vocabulary: "compose", "decompose", "expanded notation"; Found in Lessons 5.1 and 5.3 In Lessons 5.2, 5.3 and 5.1; Need to expand to 100 thousand (from 10 thousand) In Lesson 1.1 - need to add number lines to lesson; In Lesson 5.2; add vocabulary: "number line", "consecutive", "multiples" 3.1 B use place value to compare In Lessons 5.2 and 5.3; and order whole numbers through Need to add symbols 9,999 New Vocabulary: composing, decomposing, expanded notation, consecutive multiples Now students are composing, decomposing, using objects, pictorial models, and expanded notation, describing mathematical relationships, and representing numbers on a number line. Now to 100,000 rather than 9,999 Symbols now mentioned such as "closer to", "is about" or "is nearly"
New TX Math 3.3 A represent fractions greater than zero and less than or equal to 1 with denominators of 2, 3,4, 6 and 8, using concrete objects and pictorial models including strip diagrams and number lines 3.2 A construct concrete models of fractions In Lesson 8.4 - need to do on level and enrichment; In Lesson 8.6 - include greater than or equal to or less than); In Lesson 8.7 New Vocabulary: strip diagrams, Still introducing fraction symbols in grade 3 Now specifies denominators of 2, 3, 4, 6, and 8 3.3 B determine the corresponding fraction greater than zero and less than or equal to 1 with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line In Lesson 8.4, 8.5 and 8.6 New TEKS 3.3 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 3.3 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 In Lesson 8.1 - need to include vocabulary: "partitioned" In Lesson 8.3 (review the unpacked standards document for explanation) - add vocabulary "compose", "decompose" New TEKS partitioned New TEKS compose, decompose
New TX Math 3.3 E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with the denominators 2, 3,4, 6, and 8 In Lesson 8.1, 8.8 - need to include the enrichment New TEKS partitioning such as two children share five cookies 3.3 F represent equivalent fractions with denominators of 2, 3, 4, 6 and 8 using a variety of objects and pictorial models including number lines 3.2 D construct concrete models of equivalent fractions for fractional parts of whole objects In Lesson 8.4 - need to include the number line; In Lesson 8.5 - include the game Now specifies denominators of 2, 3, 4, 6, and 8 Now specifies including number lines 3.3 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 3.3 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 3.2 B compare fractional parts of whole objects or sets of objects in a problem situation using concrete models 3.2 C use fraction names and symbols to describe fractional parts of whole objects and sets of objects In Lesson 8.4 - include the strips; In Lesson 8.5 - include equivalent GAP: In Lesson 8.5; Need to emphasize numerator being the same with different denominators; Need to add vocabulary: "justify" New TEKS area model unit fraction New: Specifies reasoning strategies for comparing fractions with same numerator or same denominator such as comparing the size of pieces when sharing a candy bar equally among four people or equally among three people
New TX Math 3.4 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 3.3 A model addition and subtraction using pictures, words, and numbers 3.3 B select addition or subtraction and use the operation to solve problems using whole numbers through 999 New: one-step and two-step New: within 1,000 New: includes strategies for solving New: includes representing on number line 3.4 B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems 3.5 A round whole numbers to the nearest 10 or 100 to approximate reasonable results in problem situations In Lessons 2.7 and 2.8; Include vocabulary "compatible" 3.5 B use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems 3.4 C determine the value of a collection of coins and bills 3.1 C determine the value of a collection of coins and bills
New TX Math 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 B solve and record multiplication problems (up to two digits times one digit) 3.4 C use models to solve division problems and use number sentences to record the solutions In Lesson 4.2 strip diagrams, partial products, properties of operations, commutative property, associative property, distributive property, algorithm, standard algorithm, partitioned New: lists more strategies for solving multiplication and division problems 3.4 E represent multiplication facts by using a variety of approaches, such as repeated addition, equal-size groups, arrays, area models, equal jumps on a number line and skip counting 3.4 F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts 3.6 B identify patterns in multiplication facts using concrete objects, pictorial objects, or technology 3.4 A learn and apply multiplication facts through 12 by 12 using concrete models and objects 3.6 C identify patterns in related multiplication and division sentences (fact families) such as 2x3=6, 3x2=6, 6 2=3, 6 3=2 repeated addition, arrays, area models New: lists more specific approaches automaticity Was through 12 by 12 and is now up to 10 by 10 Now recall with automaticity; in old TEKS, it was using concrete models and objects
New TX Math 3.4 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. 3.4 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 3.4 I determine if a number is even or odd using divisibility rules 3.4 B solve and record multiplication problems (up to two digits times one digit) 3.4 C use models to solve division problems and use number sentences to record the solutions GAP - Need to add all methods including properties: commutative, associative, and distributive Need to use vocabulary: "partitioned" strip diagrams, partial products, properties of operations, commutative property, associative property, distributive property, algorithm, standard algorithm, partitioned New: lists more strategies for solving multiplication and division problems New TEKS In New Grade 2 TEKS, students determine if a number is even or odd using pairings of objects to represent the number 3.4 J determine a quotient using the relationship between multiplication and division 3.4 B solve and record multiplication problems (up to two digits times one digit) 3.4 C use models to solve division problems and use number sentences to record the strip diagrams, partial products, properties of operations, commutative property, associative property, distributive property, such as the quotient of 40 / 8 can be found by determining what factor makes 40 when multiplied by 8
New TX Math 3.4 K solve one-step and twostep 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 solutions Need to use properties of operations as a strategy algorithm, standard algorithm, partitioned New: lists more strategies for solving multiplication and division problems 3.5 A represent and solve oneand two-step problems involving addition and subtraction of whole numbers to a thousand using pictorial models, number lines, and equations Algebraic Reasoning: 3.3 A model addition and subtraction using pictures, words, and numbers 3.3 B select addition or subtraction and use the operation to solve problems using whole numbers through 999 New: one-step and two-step New: within 1,000 New: includes strategies for solving New: includes representing on number line such as strip diagrams
New TX Math 3.5 B represent and solve oneand two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations 3.4 B solve and record multiplication problems (up to two digits times one digit) 3.4 C use models to solve division problems and use number sentences to record the solutions Need to use strip diagrams as a strategy strip diagrams, partial products, properties of operations, commutative property, associative property, distributive property, algorithm, standard algorithm, partitioned New: lists more strategies for solving multiplication and division problems 3.5 C describe a multiplication expression as a comparison such as 3x24 represents 3 times as much as 24 3.5 D 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 New TEKS New TEKS such as the value 4 makes 3 x ( ) = 12 a true equation
New TX Math 3.5 E represent real-world relationships using number pairs in a table and verbal descriptions 3.7 A generate a table of paired numbers based on a real life situation based on insects and legs In the old TEKS - students extend the table such as 1 insect has 6 legs, 2 insects have 12 legs, and so forth 3.7 B identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table 3.6 A identify and extend whole number and geometric patterns to make predictions and solve problems Geometry and Measurement:
New TX Math 3.6 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 3.8 identify classify, and describe two-dimensional and three-dimensional geometric figures by their attributes. The student compare two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 3.9 A identify congruent twodimensional figures There appears to be a such as vertex, typo in new TEKS edge, and face 3.6A; either it is referring only to threedimensional solids (and the word "twodimensional" should be removed), or the word solid should have been "shapes" so as to include both 2-D and 3- D. By the context it looks like it is referring to solids only in this TEKS S.E. 3.6 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 Understanding of subcategories
New TX Math 3.6 C determine the area of rectangles with whole-number side lengths in problems using multiplication related to the number of rows and the number of unit squares in each row 3.6 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 3.6 E 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 3.7 A represent fractions of halves, fourths, and eighths as distances from zero on a number line 3.11 C use concrete and pictorial models of square units to determine the area of twodimensional surfaces 3.2 B compare fractional parts of whole objects or sets of objects in a problem situation using concrete models 3.2 C use fraction names and symbols to describe fractional parts of whole objects and sets of objects 3.10 locate and name points on a number line using whole numbers and fractions, including halves and fourths GAP - need to find resources composite figures, additive property of area New: only area of rectangles New: relates array area model with multiplication unit fraction New: Specifies reasoning strategies for comparing fractions with same numerator or same denominator New: eighths
New TX Math 3.7 B determine the perimeter of a polygon or a missing length when given perimeter and remaining sides lengths in problems 3.7 C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as 15 minute event plus a 30 minute event equals 45 minutes 3.7 D determine when it is appropriate to use measurements of liquid volume (capacity) or weight 3.7 E determine liquid volume (capacity) or weight using appropriate units and tools 3.11 B use standard units to find the perimeter of a shape 3.12 B tell and write time shown on analog and digital clocks 3. 11 D identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass 3.11 E identify concrete models that approximate standard units 3.9 B create two-dimensional figures with lines of symmetry using concrete models and technology 3.9 C identify lines of symmetry in two-dimensional geometric figures New: subtracting in time intervales in minutes polygon New: find missing length when given perimeter New: specifies polygons time intervals New: adding and subtracting time intervals In new TEKS, Grade 2 students read and write time to the nearest one-minute increment
New TX Math 3.8 A summarize a data set with multiple categories using a frequency table, dot plot, a pictograph, or bar graph with scaled intervals 3.8 B solve one- and two-step problems using categorical data represented in a frequency table, dot plot, pictograph, or bar graph with scaled intervals 3.11 A use linear measurement tools to estimate and measure lengths using standard units 3.12 A use a thermometer to measure temperature 3.13 A collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data 3.13 B interpret information from pictographs and bar graphs Data Analysis: Need to include: frequency table, dot plots, and bar graphs with scaled intervals No temperature in the new TEKS frequency table, dot plot, scaled intervals New TEKS: includes frequency table and dot plot 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 costs 3.13 C use data to describe events as more likely than, less likely than, or equally likely as Personal Financial Literacy: GAP in 2014-15; will need to look at economics in social studies
New TX Math 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 exceeds the ability to pay and that it is the borrower s responsibility to pay it back to the lender, usually with interest 3.9 E list reasons to save and explain the benefits of a savings plan, including for college 3.9 F identify decision involving income, spending, saving, credit, and charitable giving