Essential Knowledge and Skills (TEKS)
111.15.3.1: The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.
111.15.3.1.A: use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)
111.15.3.1.B: use place value to compare and order whole numbers through 9,999; and
Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)
111.15.3.2: The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects.
111.15.3.2.A: construct concrete models of fractions;
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Toy Factory (Set Models of Fractions)
111.15.3.2.B: compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;
Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)
111.15.3.2.C: use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and
Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)
111.15.3.2.D: construct concrete models of equivalent fractions for fractional parts of whole objects.
Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)
111.15.3.3: The student adds and subtracts to solve meaningful problems involving whole numbers.
111.15.3.3.A: model addition and subtraction using pictures, words, and numbers; and
No Alien Left Behind (Division with Remainders)
Number Line Frog Hop (Addition and Subtraction)
111.15.3.3.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)
111.15.3.4: The student recognizes and solves problems in multiplication and division situations.
111.15.3.4.A: learn and apply multiplication facts through 12 by 12 using concrete models and objects;
Factor Trees (Factoring Numbers)
111.15.3.4.C: use models to solve division problems and use number sentences to record the solutions.
No Alien Left Behind (Division with Remainders)
111.15.3.5: The student estimates to determine reasonable results.
111.15.3.5.A: round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and
Measuring Motion
Rounding Whole Numbers (Number Line)
111.15.3.5.B: use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.
Target Sum Card Game (Multi-digit Addition)
111.15.3.6: The student uses patterns to solve problems.
111.15.3.6.A: identify and extend whole-number and geometric patterns to make predictions and solve problems;
111.15.3.6.B: identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and
Critter Count (Modeling Multiplication)
Factor Trees (Factoring Numbers)
Modeling Decimals (Base-10 Blocks)
Toy Factory (Set Models of Fractions)
111.15.3.6.C: identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.
111.15.3.7: The student uses lists, tables, and charts to express patterns and relationships.
111.15.3.7.B: identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.
Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Pattern Flip (Patterns)
111.15.3.9: The student recognizes congruence and symmetry.
111.15.3.9.B: create two-dimensional figures with lines of symmetry using concrete models and technology; and
111.15.3.9.C: identify lines of symmetry in two-dimensional geometric figures.
111.15.3.10: The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships.
111.15.3.10.A: The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.
Fraction Garden (Comparing Fractions)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Fractions (Area Models)
111.15.3.11: 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.
111.15.3.11.A: use linear measurement tools to estimate and measure lengths using standard units;
111.15.3.11.B: use standard units to find the perimeter of a shape;
Fido's Flower Bed (Perimeter and Area)
111.15.3.11.C: use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;
Fido's Flower Bed (Perimeter and Area)
111.15.3.11.F: use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.
111.15.3.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
111.15.3.13.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)
111.15.3.13.B: interpret information from pictographs and bar graphs; and
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)
111.15.3.13.C: use data to describe events as more likely than, less likely than, or equally likely as.
Spin the Big Wheel! (Probability)
111.15.3.14: The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.
111.15.3.14.A: identify the mathematics in everyday situations;
111.15.3.16: The student uses logical reasoning.
111.15.3.16.A: make generalizations from patterns or sets of examples and nonexamples; and
Correlation last revised: 8/7/2014