Assessment of Knowledge and Skills (TAKS)

1.3.1: The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.

1.3.1.B: use place value to compare and order whole numbers through 9,999;

Cannonball Clowns (Number Line Estimation)

1.3.2: The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.

1.3.2.B: compare fractional parts of whole objects or sets of objects in a problem situation using [concrete] models;

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

1.3.2.C: use fraction names and symbols to describe fractional parts of whole objects or sets of objects.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

1.3.3: The student adds and subtracts to solve meaningful problems involving whole numbers.

1.3.3.B: select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

1.3.4: The student recognizes and solves problems in multiplication and division situations.

1.3.4.B: solve and record multiplication problems (up to two digits times one digit);

Multiplying Decimals (Area Model)

1.3.4.C: use models to solve division problems and use number sentences to record the solutions.

No Alien Left Behind (Division with Remainders)

1.3.5: The student estimates to determine reasonable results.

1.3.5.A: round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations;

Rounding Whole Numbers (Number Line)

1.3.5.B: use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

Rounding Whole Numbers (Number Line)

Target Sum Card Game (Multi-digit Addition)

2.3.6: The student uses patterns to solve problems.

2.3.6.A: identify and extend whole-number and geometric patterns to make predictions and solve problems;

2.3.6.B: identify patterns in multiplication facts using [concrete objects,] pictorial models[, or technology];

Adding Decimals (Base-10 Blocks)

Modeling Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

2.3.7: The student uses lists, tables, and charts to express patterns and relationships.

2.3.7.A: generate a table of paired numbers based on a real-life situation such as insects and legs;

2.3.7.B: identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

3.3.9: The student recognizes congruence and symmetry.

3.3.9.C: identify lines of symmetry in two-dimensional geometric figures.

3.3.10: The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.

3.3.10.A: locate and name points on a number line using whole numbers and fractions, including halves and fourths.

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

4.3.11: The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.

4.3.11.A: use linear measurement tools to estimate and measure lengths using standard units;

5.3.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

5.3.13.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;

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Movie Reviewer (Mean and Median)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.3.13.B: interpret information from pictographs and bar graphs;

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

5.3.13.C: use data to describe events as more likely than, less likely than, or equally likely as.

Spin the Big Wheel! (Probability)

Correlation last revised: 3/6/2012

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