Mrs. Torres Math Examples

I will keep adding more samples as we continue throughout the 6 weeks.

Texas Essential Knowledge and Skills 

• The student is expected to solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.

(TEKS 3.4A, 2)

• The student is expected to represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.

(TEKS 3.5B, 2) 

• The student is expected to represent real-world relationships using number pairs in a table and verbal descriptions

(TEKS 3.5E, 2)

• The student is expected to represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.

(TEKS 3.3A, 1)

• The student is expected to determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.

(TEKS 3.3B, 1)

• The student is expected to explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.

(TEKS 3.3C, 1)

• The student is expected to compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b.

(TEKS 3.3D, 1)

• The student is expected to solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.

(TEKS 3.3E, 1) 

• The student is expected to represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.

(TEKS 3.3F, 1) 

• The student is expected to explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.

(TEKS 3.3G, 1) 

• The student is expected to compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

(TEKS 3.3H, 1)

• The student is expected to decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.

(TEKS 3.6E, 3)

• The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line.

(TEKS 3.7 A, 1) 

• The student is expected to classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.

(TEKS 3.6A, 3)

• The student is expected to use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.

(TEKS 3.6B, 3)