SIDE-BY-SIDE TEKS COMPARISON GRADE 3 - Project Share

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Grade 3 – MathematicsCurrent TEKS: Patterns, Relationships,and Algebraic Thinking3(7)(A) Patterns, relationships, andalgebraic thinking. The student uses lists,tables, and charts to express patterns andrelationships.The student is expected to generate atable of paired numbers based on a reallifesituation such as insects and legs.•3(7)(B) Patterns, relationships, andalgebraic thinking. The student uses lists,tables, and charts to express patterns andrelationships.The student is expected to identify anddescribe patterns in a table of relatednumber pairs based on a meaningfulproblem and extend the table.Revised TEKS (2012) Supporting Information Notes3(5)(E) Algebraic reasoning. The studentapplies mathematical process standards toanalyze and create patterns and relationships.The student is expected to representreal-world relationships using numberpairs in a table and verbal descriptions.When paired with revised SE 3(1)(A), theexpectation is that students apply this skill ina problem arising in everyday life, society,and the workplace.When paired with revised SE 3(1)(D), theexpectation is that students extend therelationship represented in a table to exploreand communicate the implications of therelationship.The revised SE restates “generate” as“represent,” a more appropriate verb to usewhen multiple representations such as tablesare used to represent a real-worldrelationship. It also restates “identify anddescribe patterns in a table” with “representreal-world relationships using . . . verbaldescriptions.”The revised SE 3(5)(E) builds to the revisedSE 4(5)(B).Real-world relationships include situationssuch as the following: 1 insect has 6 legs, 2insects have 12 legs, and so forth.++3(5)(B) Algebraic reasoning. The studentapplies mathematical process standards toanalyze and create patterns and relationships.The student is expected to represent andsolve one- and two-step multiplicationand division problems within 100 usingarrays, strip diagrams, and equations.3(5)(C) Algebraic reasoning. The studentapplies mathematical process standards toanalyze and create patterns and relationships.The student is expected to describe amultiplication expression as acomparison such as 3 x 24 represents 3times as much as 24.The Revised SE 3(5)(B) is an extension of theRevised SE 3(4)(K). The focus of 3(5)(B) is ondeveloping representations that build tonumeric equations for multiplication anddivision situations by connecting arrays tostrip diagrams.With the current SEs related to multiplication,discussions have focused on multiplication asrepeated addition, so 3x24 is often describedas 3 groups of 24.With the revised SE, students also focus onthe numerical relationship between 24 andthe product 3x24. The product of 3x24 will be3 times as much as 24. This lays thefoundation for future work in grade 5 withfraction multiplication and determining part ofa number.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 12
Grade 3 – MathematicsCurrent TEKS: Geometry and SpatialReasoningRevised TEKS (2012) Supporting Information Notes+3(8) Geometry and spatial reasoning.The student uses formal geometricvocabulary.The student is expected to identify,classify, and describe two- and threedimensionalgeometric figures by theirattributes. The student compares twodimensionalfigures, three-dimensionalfigures, or both by their attributes usingformal geometry vocabulary.3(6)(A) Geometry and measurement.The student applies mathematical processstandards to analyze attributes of twodimensionalgeometric figures to developgeneralizations about their properties.The student is expected to classify andsort two- and three-dimensional figures,including cones, cylinders, spheres,triangular and rectangular prisms, andcubes, based on attributes using formalgeometric language.3(6)(B) Geometry and measurement.Thestudent applies mathematical processstandards to analyze attributes of twodimensionalgeometric figures to developgeneralizations about their properties.Specificity is added regarding 3-d figures withthe inclusion of cones, cylinders, spheres,triangular and rectangular prisms, and cubes.Formal geometric language includes termssuch as “vertex,” “edge,” and “face.”The revised SE includes sorting 2-d and 3-dfigures based on attributes.Specificity is added regarding theidentification or recognition of quadrilateralsas a subcategory of 2-d figures.The student is expected to use attributesto recognize rhombuses, parallelograms,trapezoids, rectangles, and squares asexamples of quadrilaterals and drawexamples of quadrilaterals that do notbelong to any of these subcategories.Specific quadrilaterals are identified:rhombuses, parallelograms, trapezoids,rectangles, and squares.–3(9)(A) Geometry and spatial reasoning.The student recognizes congruence andsymmetry.The student is expected to identifycongruent two-dimensional figures.3(9)(B) Geometry and spatial reasoning.The student recognizes congruence andsymmetry.The content of this SE was moved tograde 8:Two-dimensional shapes8(10)(B)–The student is expected to create twodimensionalfigures with lines ofsymmetry using concrete models andtechnology.3(9)(C) Geometry and spatial reasoning.The student recognizes congruence andsymmetry.This skill is not included within the RevisedTEKS (2012).–The student is expected to identify linesof symmetry in two-dimensionalgeometric figures.The content of this SE was moved tograde 4:Geometry and measurement4(6)(B)©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 13
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