Math+Resources

= Mathematics, Grade 3 TEKS =
 * (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. 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; Brain Pop " Absoulute Value" []

(B) use place value to compare and order whole numbers through 9,999; and Brain Pop "Place Value[] Brain Pop " 100" [] I Know That " Arithmetic Workshop" []

(C) determine the value of a collection of coins and bills. Harcourtschool "Math Matching" [] Brain Pop Jr. " Money "[] Brain Pop Jr. " Coins" []

(A) construct concrete models of fractions; Harcourtschools "Math Matching 23" []
 * (2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:**

(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; Harcourtschools "Math Matching chpt 21"[]

(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and Cool Math- Third Grade- Fractions "Zeebo, King of the Fractions! []

(D) construct concrete models of equivalent fractions for fractional parts of whole objects. PBS Kids " Thirteen ways of looking at a half"[]

(A) model addition and subtraction using pictures, words, and numbers; and Cool Math-Third Grade-Addition "Cool Math Addition Lessons" [] Brain Pop " Adding and Subtracting" [] 123 APlusMath- Third Grade- Add Picture"Hidden Picture"[]
 * (3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to:**

(B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999. Cool Math-Third Grade-Subtraction "Cool Math Subtraction Lessons" []

(A) learn and apply multiplication facts through 12 by 12 using concrete models and objects; Mighty Math Web Activity "Captin Nick Knack" []
 * (4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to:**

(B) solve and record multiplication problems (up to two digits times one digit); and Harcourtschool "Multiplication Mystery"[] Brain Pop Jr. "Activity" []

(C) use models to solve division problems and use number sentences to record the solutions. Brain Pop Jr. "Mulitplication and Division"[] Brain Pop Jr. " Multiplication and Division Activity" []

(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and Brain Pop " Rounding" []
 * (5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:**

(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. Brain Pop Jr"Rounding" []

(A) identify and extend whole-number and geometric patterns to make predictions and solve problems; Brain pop Jr. "Patterns" []
 * (6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to:**

(B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and Cool math for kids " Times Table Lesson" []

(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. Ez School "Fact Family"[]

(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and (B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table. [] []
 * (7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to:**

Brain Pop " Volume of Cylinders" []
 * (8) Geometry and spatial reasoning. The student uses formal geometric vocabulary. 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.**

(A) identify congruent two-dimensional figures; Harcourtschools "Dr. Gee's 3-D Lab" []
 * (9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:**

(B) create two-dimensional figures with lines of symmetry using concrete models and technology; and PBS Kids "Symmetrize"[]

(C) identify lines of symmetry in two-dimensional geometric figures. PBS Kids "Symmetrize"[] Harcourtschools "Dr. Gee's 3-D Lab" []

Harcourtschool "Number Line Express" []
 * (10) Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.**

(A) use linear measurement tools to estimate and measure lengths using standard units; Brain Pop " Centimeters, kilometers"[] Brain Pop " Inches and Feet" []
 * (11) Measurement. 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. The student is expected to:**

(B) use standard units to find the perimeter of a shape; Brain Pop " Perimeter" []

(C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces; Brain Pop " Area"[]

(D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass; Brain Pop " Grams and Kilograms" []

(E) identify concrete models that approximate standard units for capacity and use them to measure capacity; and Brain Pop " Cups, Pints, quarts and Gallons" []

(F) use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure. Brain Pop " Cups, Pints, Quarts and Gallons" []

(A) use a thermometer to measure temperature; and Brain Pop " Thermometor Activity" [] Brain Pop "Thermometor" []
 * (12) Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to:**

(B) tell and write time shown on analog and digital clocks. Harcourt school "Math Matching" [] Brain Pop Jr. "Time" []

(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; PBSKIDS "Cyber Chase"[] Brain Pop " Charts and Graphs"[]
 * (13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:**

(B) interpret information from pictographs and bar graphs; and Brain Pop " PictoGraphs"[]

(C) use data to describe events as more likely than, less likely than, or equally likely as. Brain Pop " Basic Probability" []

(A) identify the mathematics in everyday situations; (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving 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 backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.
 * (14) 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. The student is expected to:**

Brain Pop " Comparing"[] Brain Pop " Word Problems" [] I Know that "Blue Prints"[]

(A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. (16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to: (A) make generalizations from patterns or sets of examples and nonexamples; and (B) justify why an answer is reasonable and explain the solution process. Brain Pop "Numbersense"[] Brain Pop "Inequalities" []
 * (15) Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language. The student is expected to:**

Source: The provisions of this §111.15 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 7471.