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

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Grade 3 – MathematicsCurrent TEKS: Underlying Processes andMathematical Tools3(15)(A) Underlying processes andmathematical tools. The studentcommunicates about Grade 3 mathematicsusing informal language.•The student is expected to explain andrecord observations using objects,words, pictures, numbers, andtechnology.Revised TEKS (2012) Supporting Information Notes3(1)(D) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to communicatemathematical ideas, reasoning, and theirimplications using multiplerepresentations, including symbols,diagrams, graphs, and language asappropriate.Communication has expanded to include“reasoning” and the implications ofmathematical ideas and reasoning.The list of representations is now summarizedwith “multiple representations” with specificityadded for symbols and diagrams.3(15)(B) Underlying processes andmathematical tools. The studentcommunicates about Grade 3 mathematicsusing informal language.•The student is expected to relateinformal language to mathematicallanguage and symbols.3(16)(A) Underlying processes andmathematical tools. The student useslogical reasoning.•The student is expected to makegeneralizations from patterns or sets ofexamples and nonexamples.3(16)(B) Underlying processes andmathematical tools. The student useslogical reasoning.•The student is expected to justify why ananswer is reasonable and explain thesolution process.3(1)(E) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to create anduse representations to organize, record,and communicate mathematical ideas.3(1)(F) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to analyzemathematical relationships to connectand communicate mathematical ideas.3(1)(G) Mathematical process standards.The student uses mathematical processes toacquire and demonstrate mathematicalunderstanding.The student is expected to display,explain, and justify mathematical ideasand arguments using precisemathematical language in written or oralcommunication.The use of representations is extended toinclude organizing and recordingmathematical ideas in addition tocommunicating.As students use and create representations, itis implied that they will evaluate theeffectiveness of their representations toensure that they are communicatingmathematical ideas clearly.Students are expected to use appropriatemathematical vocabulary and phrasing whencommunicating mathematical ideas.The Revised TEKS (2012) extends the currentTEKS to allow for additional means to analyzerelationships and to form connections withmathematical ideas past conjecturing andsets of examples and non-examples.Students are expected to form conjecturesbased on patterns or sets of examples andnon-examples.The Revised TEKS (2012) clarifies “validateshis/her conclusions” with displays,explanations, and justifications. Theconclusions should focus on mathematicalideas and arguments.Displays could include diagrams, visual aids,written work, etc. The intention is make one’swork visible to others so that explanationsand justifications may be shared in written ororal form.Precise mathematical language is expected.For example, students would use “vertex”instead of “corner” when referring to the pointat which two edges intersect on a polygon.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison Grade 20
Grade 3 – MathematicsCurrent TEKS: Financial Literacy Revised TEKS (20120 Supporting Information Notes++++++3(9)(A) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to explain theconnection between human capital/laborand income.3(9)(B) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to describe therelationship between the availability orscarcity of resources and how thatimpacts cost.3(9)(C) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to identify thecost and benefits of planned andunplanned spending decisions.3(9)(D) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to explain thatcredit is used when wants or needsexceed the ability to pay and that it isthe borrower’s responsibility to pay itback to the lender, usually with interest.3(9)(E) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to list reasons tosave and explain the benefit of a savingsplan, including for college.3(9)(F) Personal financial literacy.The student applies mathematical processstandards to manage one’s financial resourceseffectively for lifetime financial security.The student is expected to identifydecisions involving income, spending,saving, credit, and charitable giving.©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison Grade 21
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SIDE-BY-SIDE TEKS COMPARISON GRADE 3 - Project Share

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