TEKS STUDY 2006

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TEKS STUDY2006

• Grade 3
• Whats New?

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New to Introduction

• Throughout mathematics in Grades 3-5,
  students develop numerical fluency with
  conceptual understanding and computational
  accuracy. Students in Grades 3-5 use knowledge of
  the base-ten place value system to compose and
  decompose numbers in order to solve problems
  requiring precision, estimation, and
  reasonableness. By the end of Grade 5, students
  know basic addition, subtraction, multiplication,
  and division facts and are using them to work
  flexibly, efficiently, and accurately with
  numbers during addition, subtraction,
  multiplication, and division computation.

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numerical fluency withconceptual understanding
and computational accuracy

• Understanding is built from the concrete to the
  abstract.
• Everything done with numbers must be done with
  meaning.
• Attend to concepts that build number sense and
  operation sense.

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New to Introduction

• Throughout mathematics in Grades 3-5,
  students develop numerical fluency with
  conceptual understanding and computational
  accuracy. Students in Grades 3-5 use knowledge of
  the base-ten place value system to compose and
  decompose numbers in order to solve problems
  requiring precision, estimation, and
  reasonableness. By the end of Grade 5, students
  know basic addition, subtraction, multiplication,
  and division facts and are using them to work
  flexibly, efficiently, and accurately with
  numbers during addition, subtraction,
  multiplication, and division computation.

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compose and decompose numbers

• Children must be able to name numbers flexibly in
  order to have what is called number sense. For
  example
• 35 can be
• 30 5
• 20 15
• 25 10
• 32 3

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compose and decompose numbers

• The way you compose or decompose numbers depends
  on the question you are trying to solve.
• Try It Which expression would you use to help
  find the fewest number of coins that equal 35
  cents?
• 30 5
• 20 15
• 25 10
• 32 3

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compose and decompose numbers

• Often in computations it is useful to recognize
  that a number can be made up of a nice number
  and some more.
• John Van de Walle

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compose and decompose numbers

• Try It Listen to the problem and decide which
  expression has the nice numbers for 27 that
  will help you solve the problem.
• 23 4 30 - 3
• 20 7 24 3
• 25 2 10 17
• 12 12 3

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compose and decompose numbers

• Here is one way to solve this problem
• 38 46
• 38 2 44
• 40 44
• 84
• Try it Decompose and compose 38 46 to solve
• it another way.

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compose and decompose numbers

• When a primary goal is the development of sound
  understanding of the number system, students will
  spend much of their math time putting together
  and pulling apart different numbers as they
  explore the relationships among them.
• Beyond Arithmetic
• What will you do daily to develop this
  understanding in your classroom?

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New to Introduction

• Throughout mathematics in Grades 3-5,
  students develop numerical fluency with
  conceptual understanding and computational
  accuracy. Students in Grades 3-5 use knowledge of
  the base-ten place value system to compose and
  decompose numbers in order to solve problems
  requiring precision, estimation, and
  reasonableness. By the end of Grade 5, students
  know basic addition, subtraction, multiplication,
  and division facts and are using them to work
  flexibly, efficiently, and accurately with
  numbers during addition, subtraction,
  multiplication, and division computation.

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know basic facts TEKS Expectations
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know basic facts

• Work on fact fluency begins as soon as a child
  has an effective strategy for finding the answer.
• Assess students fluency with basic facts.
• Identify which facts are known and unknown.
• Provide intervention, including strategies for
  getting to not-yet-known facts.
• Provide multiple opportunities to practice.
  including flashcard work, games, and drill.

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• GRADE 3
• Student Expectations
• A Closer Look

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TEKS 3.4 A

• Learn and apply multiplication facts through 12
  by 12 using concrete models and objects.

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3.4A Learn and apply multiplication facts through
12 by 12 using concrete models and objects.

• Whats new? Students are now expected to learn
  multiplication facts beyond 10 by 10. Facts for
  10s, 11s, and 12s are beyond the basics.
• The word objects means real life objects such
  as things that come in twos, fours, or tens.
  This could be wheels on bicycles, legs on tables,
  or years in a decade, for example.

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3.4A Learn and apply multiplication facts through
12 by 12 using concrete models and objects.

• Students use tiles to build all rectangles that
  represent each of the numbers 1 through 25 and
  investigate the patterns. For example,
• The rectangles for three are
• The rectangles for four are
• The rectangles for six are

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3.4A Learn and apply multiplication facts through
12 by 12 using concrete models and objects.

• The teacher opens discussion with . . .
• What do you notice about your findings?
• The teacher probes further . . .
• What are the number sentences that go with the
  arrangements that you made?
• What do you notice about the collections of
  number sentences that go with 4 and 6?
• How do the arrangements and number sentences for
  4 and 6 compare?
• Have you found all of the number sentences that
  go with 4 and 6? How do you know?

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3.4A Learn and apply multiplication facts through
12 by 12 using concrete models and objects.

• Sample Strategies
• Turnaround facts 3 x 4 is the same as 4 x 3.
• 2s Same as doubles in addition, skip counting
  from first grade.
• 4s Double the answer for twos.
• 8s Double the answer for fours.
• 5s Skip counting from first grade.
• 3s Double and one more set.
• 9s Tens and one set less.

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3.4A Learn and apply multiplication facts through
12 by 12 using concrete models and objects.

• Multiplication facts can and should
• be mastered by relating new facts
• to existing knowledge.
• John Van de Walle
• Why is the order in which the basic facts are
  introduced important?

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TEKS 3.4B

• Solve and record multiplication problems
• (up to two digits times one digit).

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3.4B Solve and record multiplication problems
(up to two-digits times one-digit).

• Whats new? The TEKS now clarify and limit the
  size of the factors in a problem.
• Students ability to compose and decompose
  numbers will be important for problems involving
  operations.

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3.4B Solve and record multiplication problems
(up to two-digits times one-digit).

• Try it Solve this problem in at least two ways.
  Record your solutions.
• Mrs. Jackson bought 3 cases of water. There are
  18 bottles in each case. How many bottles did
  she buy?
• Share solutions. How did you solve this
  problem?
• How did you record your thinking?

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3.4B Solve and record multiplication problems
(up to two-digits times one-digit).
Models
Words
Symbols
Mrs. Jackson bought 3 cases of water. There are
18 bottles in each case. How many bottles of
water did she buy?
18 10 8 x 3 x 3 30
24 54
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TEKS 3.5A

• Round whole numbers to the nearest ten or
  hundred to approximate reasonable results in
  problem situations.

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3.5A Round whole numbers to the nearest ten or
hundred to approximate reasonable results in
problem situations.

• Whats new? Students are now expected to round
  three-digit numbers to either the nearest ten or
  nearest hundred.
• Think
• 178 is about 180.
• 178 is closer to 200 than it is to 100.
• The purpose of rounding numbers is to make them
  easy to work with. Rounding rules can get in
  the way of mathematical thinking.

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3.5A Round whole numbers to the nearest ten or
hundred to approximate reasonable results in
problem situations.
Remember, There are no rules for rounding.
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TEKS 3.5B

• Use strategies including rounding and compatible
  numbers to estimate solutions to addition and
  subtraction problems.

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3.5B Use strategies including rounding and
compatible numbers to estimate solutions to
addition and subtraction problems.
Whats new? Compatible numbers. Compatible
numbers are numbers that are friendly with each
other. Numbers that combine to make 10 can be
compatible. Other compatible numbers are 25, 50,
75, and 100. They just go together.
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3.5B Use strategies including rounding and
compatible numbers to estimate solutions to
addition and subtraction problems.
Try it! Use compatible numbers to estimate the
solutions. Look for 10s 6 4 4 8 2
Look for 100s 27 38 72 65 Look for
25s (25, 50, 75) 27 74 123 249
374 153
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3.5B Use strategies including rounding and
compatible numbers to estimate solutions to
addition and subtraction problems.
A student wrote to Dr. Math My teacher says we
are supposed to use compatible numbers to
estimate. What does that mean? What is a
compatible number? My mom and dad dont
understand it either. Thanks for your
help, Hector How would you respond to Hectors
letter?
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TEKS 3.7 B

• Identify and describe patterns in a table of
  related number pairs based on a meaningful
  problem and extend the table.

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3.7B Identify and describe patterns in a table.
Whats new? Students must now describe patterns
in a table. Not only do students need to be
able to fill in the missing information in a
table, they need to describe the pattern they can
use to find the answer. The description could be
in words or in a number sentence.
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3.7B Identify and describe patterns in a table.

• Karim plans to make 4 cookies for each person at
  his party. The table shows the number of cookies
  that he needs for different numbers of people.
  How many cookies does he need for 6 people?

What is the relationship between people and
cookies? Describe it with words. Describe it with
a number sentence. If I know the number of
cookies, how do I find the number of people? If
I know the number of people, how do I find the
number of cookies?
To find the number of people, divide the number
of cookies by 4. 12 4 3
To find the number of cookies, multiply the
number of people by 4. 6 x 4 24
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TEKS 3.8

• The student is expected to identify, classify,
  and describe two- and three-dimensional geometric
  figures by their attributes. The student compares
  two- dimensional figures, three-dimensional
  figures, or both by their attributes using formal
  geometry vocabulary.

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3.8 Identify, classify, and describe two-and
three- dimensional geometric figures by their
attributes. Compares two-dimensional figures and
three-dimensional figures or both by their
attributes using formal geometry vocabulary.
Whats new? The terms shapes and solids have
been replaced with two-dimensional and
three-dimensional figures. Also, students must
be able to classify figures by their attributes.
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3.8 Identify, classify, and describe two-and
three- dimensional geometric figures by their
attributes. Compare two-dimensional figures and
three-dimensional figures or both by their
attributes using formal geometry vocabulary.
What is the name of each figure? What are the
attributes of each figure? How are they alike?
How are they different?
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3.8 Identify, classify, and describe and compare
two- and three-dimensional geometric figures.
I have 1 curved surface 2 circular
bases What am I?
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3.8 Identify, classify, and describe and compare
two- and three-dimensional geometric figures.
I have 5 sides 5 vertices What am I?
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3.8 Identify, classify, and describe and compare
two- and three-dimensional geometric figures.
I have 2 triangular faces 3 rectangular
faces 9 edges 6 vertices What am I?
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3.8 Identify, classify, and describe and compare
two- and three-dimensional geometric figures.
I have 6 square faces 12 edges 8 vertices What
am I?
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TEKS 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.

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TEKS 3.11, 3.12Measurement

• Whats new? In addition to previous
  expectations for length, area, time and
  temperature, third grade will now also study
  weight/mass, capacity and volume.

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3.11-3.12 Measurement

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TEKS 3.11 and 3.12 Measurement

• Questions for Discussion
• What knowledge can you expect your students to
  bring from second grade?
• What important things will students learn about
  measurement in third grade?
• How are fourth grade expectations different from
  third grade?

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TEKS 3.11D

• Identify concrete models that approximate
  standard units of weight/mass and use them to
  measure weight/mass.

TEKS 3.11E Identify concrete
models that approximate standard units for
capacity and use them to measure capacity.
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3.11D-EMeasurement Weight/Mass and Capacity

• Whats new? Both of these TEKS are new to third
  grade.
• When the TEKS say identify concrete models that
  approximate standard units for weight/mass and
  capacity the expectation is that students will
  build a mental benchmark for each unit of measure.

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TEKS 3.11D-E What is Your Measurement Benchmark?

• Capacity
• Customary
• Ounce
• Cup
• Pint
• Quart
• Gallon
• Metric
• Milliliter
• Liter

• Weight/Mass
• Customary
• Ounce
• Pound
• Ton
• Metric
• Gram
• Kilogram

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TEKS 3.11 F

• Use concrete models that approximate cubic units
  to determine the volume of a given container or
  other three-dimensional geometric figure.

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3.11FMeasurement Volume
Whats new? This student expectation is new to
third grade. Third grade students use cubes,
such as the centimeter cubes from the base-ten
blocks, inch cubes, or any other cubes. They use
the cubes to build structures or fill containers.
They count the cubes to find the volume.
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3.11FMeasurement Volume
Teachers help students understand the concept of
volume by working from simple structures to more
complex ones. Beginning structure Structure
with some hidden cubes What type of structure
might come next as children explore?
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TEKS 3.12 The student reads and writes time
and measures temperature in degrees Fahrenheit to
solve problems. TEKS 3.12A Use a thermometer
to measure temperature. TEKS 3.12B Tell and
write time shown on analog and digital clocks.
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3.12AMeasurement Temperature
Whats new? The new TEKS specify Fahrenheit
(only) for reading temperature on a thermometer.
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3.12BMeasurement Time
Elapsed time has moved to later grades.
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• Elementary Mathematics TEKS Implementation
• 2006-2007
• New TEKS implemented in classrooms.
• TEKS which have been eliminated will not be
  assessed on TAKS. For example, elapsed time will
  not be tested in third grade.
• If items involving new TEKS appear, they will be
  field test items only.

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Resources

• Elementary and Middle School Mathematics by John
  Van de Walle
• Math to Know by Great Source
• Facts That Last by Creative Publications
• Practice Worth Repeating by Creative Publications

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• What have you learned?
• T Tools (What new materials will you need to
  teach the TEKS?)
• E Eliminate (What past curriculum can you give
  up?)
• K Know (What expectations are new to third
  grade?)
• S Support (How will your team work together to
  help each other implement the new TEKS?)

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