Texas Essential Knowledge and Skills (TEKS): Grade 3
Skills available for Texas third-grade math standards
Strand
Print skill plan
1
Mathematical process standards
1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
A apply mathematics to problems arising in everyday life, society, and the workplace;
Addition and subtraction
Multiplication and division
Mixed operations
Fractions
Perimeter and area
Three-dimensional shapes
Time
Measurement
Data
Money
A apply mathematics to problems arising in everyday life, society, and the workplace;
Addition and subtraction
Multiplication and division
Mixed operations
Fractions
Perimeter and area
Three-dimensional shapes
Time
Measurement
Data
Money
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Addition and subtraction
Multiplication and division
Mixed operations
Fractions
Perimeter and area
Time
Data
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Addition and subtraction
Multiplication and division
Mixed operations
Fractions
Perimeter and area
Time
Data
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Rounding
Addition
Subtraction
Estimation
Multiplication
Division
Fractions
Equivalent fractions
Compare fractions
Area
Two-dimensional shapes
Measurement
Data
Money
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Rounding
Addition
Subtraction
Estimation
Multiplication
Division
Fractions
Equivalent fractions
Compare fractions
Area
Two-dimensional shapes
Measurement
Data
Money
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Rounding
Multiplication and division
Fractions
Area
Two-dimensional shapes
Mixed operations
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Rounding
Multiplication and division
Fractions
Area
Two-dimensional shapes
Mixed operations
E create and use representations to organize, record, and communicate mathematical ideas;
Represent numbers
Addition and subtraction
Multiplication
Division
Fractions
Equivalent fractions
Compare fractions
Perimeter and area
Data
E create and use representations to organize, record, and communicate mathematical ideas;
Represent numbers
Addition and subtraction
Multiplication
Division
Fractions
Equivalent fractions
Compare fractions
Perimeter and area
Data
F analyze mathematical relationships to connect and communicate mathematical ideas
Place value
Addition and subtraction
Multiplication
Division
Patterns
Fractions
Area
Two-dimensional shapes
F analyze mathematical relationships to connect and communicate mathematical ideas
Place value
Addition and subtraction
Multiplication
Division
Patterns
Fractions
Area
Two-dimensional shapes
G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Addition and subtraction
Multiplication and division
Fractions
Two-dimensional shapes
G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Addition and subtraction
Multiplication and division
Fractions
Two-dimensional shapes
2-4
Number and operations
2 The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Place value
Expanded notation
A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Place value
Expanded notation
B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
3 The student applies mathematical process standards to represent and explain fractional units.
A 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;
Understand fractions
Show fractions
Match fractions to models
Fractions of number lines
Graph fractions on number lines
A 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;
Understand fractions
Show fractions
Match fractions to models
Fractions of number lines
Graph fractions on number lines
B 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;
B 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;
C 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
C 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
D 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
D 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
E 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;
E 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;
F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Models
Number lines
F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Models
Number lines
G 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
Area models
Number lines
G 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
Area models
Number lines
H 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.
Compare using models
Compare fractions
H 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.
Compare using models
Compare fractions
4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
A 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;
Addition
Subtraction
Properties of operations
Relationship between addition and subtraction
Mixed operations
A 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;
Addition
Subtraction
Properties of operations
Relationship between addition and subtraction
Mixed operations
B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
Rounding
Estimation
B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
Rounding
Estimation
C determine the value of a collection of coins and bills
C determine the value of a collection of coins and bills
D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10
E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Repeated addition
Equal-sized groups
Arrays
Area models
Number lines
Skip-counting
E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Repeated addition
Equal-sized groups
Arrays
Area models
Number lines
Skip-counting
F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
Multiplication skill builders
Multiplication facts for 2, 3, 4, 5, and 10
Multiplication facts up to 10
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts up to 10
Mixed operations
F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
Multiplication skill builders
Multiplication facts for 2, 3, 4, 5, and 10
Multiplication facts up to 10
Division skill builders
Division facts for 2, 3, 4, 5, and 10
Division facts up to 10
Mixed operations
G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Multiplication strategies
Standard algorithm
Properties of multiplication
G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Multiplication strategies
Standard algorithm
Properties of multiplication
H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally
H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally
I determine if a number is even or odd using divisibility rules
I determine if a number is even or odd using divisibility rules
J determine a quotient using the relationship between multiplication and division
J determine a quotient using the relationship between multiplication and division
K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
One-step problems
Two-step problems
K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
One-step problems
Two-step problems
5
Algebraic reasoning
5 The student applies mathematical process standards to analyze and create patterns and relationships.
A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
One-step problems
Two-step problems
A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
One-step problems
Two-step problems
B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
One-step problems
Two-step problems
B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
One-step problems
Two-step problems
C describe a multiplication expression as a comparison such as 3 × 24 represents 3 times as much as 24
C describe a multiplication expression as a comparison such as 3 × 24 represents 3 times as much as 24
D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
Multiplication equations
Division equations
Mixed operations
D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
Multiplication equations
Division equations
Mixed operations
E represent real-world relationships using number pairs in a table and verbal descriptions.
E represent real-world relationships using number pairs in a table and verbal descriptions.
6-7
Geometry and measurement
6 The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
A 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;
Two-dimensional shapes
Three-dimensional shapes
A 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;
Two-dimensional shapes
Three-dimensional shapes
B 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;
Attributes of quadrilaterals
Identify quadrilaterals
Classify quadrilaterals
Draw quadrilaterals
B 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;
Attributes of quadrilaterals
Identify quadrilaterals
Classify quadrilaterals
Draw quadrilaterals
C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
E 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.
E 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.
7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
A represent fractions of halves, fourths, and eighths as distances from zero on a number line;
A represent fractions of halves, fourths, and eighths as distances from zero on a number line;
B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
Find the perimeter
Find a missing length
Real-world problems
Area and perimeter
B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
Find the perimeter
Find a missing length
Real-world problems
Area and perimeter
C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes
C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes
D determine when it is appropriate to use measurements of liquid volume (capacity) or weight
D determine when it is appropriate to use measurements of liquid volume (capacity) or weight
E determine liquid volume (capacity) or weight using appropriate units and tools.
E determine liquid volume (capacity) or weight using appropriate units and tools.
8
Data analysis
8 The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Tables
Dot plots
Pictographs
Bar graphs
B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Tables
Dot plots
Pictographs
Bar graphs
9
Personal financial literacy
9 The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
A explain the connection between human capital/labor and income
A explain the connection between human capital/labor and income
B describe the relationship between the availability or scarcity of resources and how that impacts cost
B describe the relationship between the availability or scarcity of resources and how that impacts cost
C identify the costs and benefits of planned and unplanned spending decisions
C identify the costs and benefits of planned and unplanned spending decisions
D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
E list reasons to save and explain the benefit of a savings plan, including for college; and
E list reasons to save and explain the benefit of a savings plan, including for college; and
F identify decisions involving income, spending, saving, credit, and charitable giving.
F identify decisions involving income, spending, saving, credit, and charitable giving.