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TEKS Math 3rd grade |
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GRADE 3 MATHEMATICS |
Library Support |
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DOMAIN: CONCEPTS |
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TAAS Objective 1 - Grade 3 Mathematics The student will demonstrate an understanding of number concepts ` |
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(3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. |
Share Math Starts Books. |
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The student is expected to: (A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999 |
Dewey Decimal |
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The student is expected to: (B) use place value to compare and order whole numbers through 9,999 |
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The student is expected to: (C) determine the value of a collection of coins and bills |
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(3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. |
Share Eating Fractions "Each Orange has 8 slices |
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The student is expected to: (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less |
Share Eating Fractions "Each Orange has 8 slices |
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TAAS Objective 2 - Grade 3 Mathematics The student will demonstrate an understanding of mathematical relations, functions, and other algebraic concepts. |
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(3.6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. |
Share books with patterns in the story line or in the artwork. (Diane Stanley has patterns in her borders) |
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The student is expected to: (A) identify and extend whole-number and geometric patterns to make predictions and solve problems |
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(C) identify patterns in related multiplication and division sentences (fact families), such as 2 x 3 = 6, 3 x 2 = 6, 6 Ö 2 = 3, 6 Ö 3 = 2 |
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(3.7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. |
Graphs |
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The student is expected to: (A) generate a table of paired numbers based on a real-life situation, such as insects and legs |
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The student is expected to: (B) identify patterns in a table of related number pairs based on a real-life situation and extend the table |
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TAAS Objective 3 - Grade 3 Mathematics The student will demonstrate an understanding of geometric properties and relationships. |
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(3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary. |
Share books on geometry (Tana Hoban's circle books) |
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The student is expected to: name, describe, and compare shapes and solids using formal geometric vocabulary |
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(3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. |
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The student is expected to: (A) identify congruent shapes |
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The student is expected to: (C) identify lines of symmetry in shapes |
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(3.10) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. |
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The student is expected to: locate and name points on a line using whole numbers [and fractions such as halves] |
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TAAS Objective 4 - Grade 3 Mathematics The student will demonstrate an understanding of measurement concepts using metric and customary units. |
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(3.11) Measurement. The student selects and uses appropriate units and procedures to measure length and area. |
Stories using math concepts |
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The student is expected to: (A) estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter |
Measure bookshelves, books. |
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The student is expected to: B) use linear measure to find the perimeter of a shape |
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(3.12) Measurement. The student measures time and temperature. |
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The student is expected to: (A) tell and write time shown on traditional and digital clocks |
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The student is expected to: (B) use a thermometer to measure temperature |
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TAAS Objective 5 - Grade 3 Mathematics The student will demonstrate an understanding of probability and statistics. |
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(3.14) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. |
Graphic Organizers. |
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The student is expected to: (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 |
Graphs Ð use Appleworks spread sheet to create graph. |
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The student is expected to: (B) interpret information from pictographs and bar graphs |
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DOMAIN: OPERATIONS |
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TAAS Objective 6 - Grade 3 Mathematics The student will use the operation of addition to solve problems. |
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(3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. |
Read stories with problems to solve. Math Start series' |
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The student is expected to: (A) model addition and subtraction using pictures, words, and numbers |
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TAAS Objective 7 - Grade 3 Mathematics The student will use the operation of subtraction to solve problems. |
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(3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. |
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The student is expected to: (A) model addition and subtraction using pictures, words, and numbers |
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TAAS Objective 8 - Grade 3 Mathematics The student will use the operation of multiplication to solve problems. |
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(3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. |
"Anno's Magic Multiplying Jar |
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The student is expected to: (B) solve and record multiplication problems (one-digit multiplier) |
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TAAS Objective 9 - Grade 3 Mathematics The student will use the operation of division to solve problems. |
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(3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. |
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The student is expected to: (C) use models to solve division problems and use number sentences to record the solutions |
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DOMAIN: PROBLEM SOLVING |
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TAAS Objective 10 - Grade 3 Mathematics The student will estimate solutions to a problem situation. |
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(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. |
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The student is expected to: (B) estimate sums and differences beyond basic facts |
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TAAS Objective 11 - Grade 3 Mathematics The student will determine solution strategies and will analyze or solve problems. |
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(3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. |
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The student is expected to: (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999 |
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(3.13) Measurement. The student applies measurement concepts. |
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The student is expected to: measure to solve problems involving length, [area,] temperature, and time |
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TAAS Objective 12 - Grade 3 Mathematics The student will express or solve problems using mathematical representation. |
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(3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. |
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The student is expected to: (A) model addition and subtraction using pictures, words, and numbers |
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(3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. |
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The student is expected to: (B) solve and record multiplication problems (one-digit multiplier) |
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The student is expected to: (C) use models to solve division problems and use number sentences to record the solutions |
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(3.14) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. |
Graphic Organizers. |
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The student is expected to: (B) interpret information from pictographs and bar graphs |
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TAAS Objective 13 - Grade 3 Mathematics The student will evaluate the reasonableness of a solution to a problem situation. |
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(3.15) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. |
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The student is expected to: (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness |
