Correlacin con los TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

vii Esta tabla muestra cmo los TEKS, que constituyen el currculo de tu estado, se cubren en este libro, que contiene los TEKS de matemticas y que resalta los TEKS que se evalan en el TAKS del grado 3.

Qu viene en

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CAPTULO 1
Grado 3 Objetivos de TAKS

Parte 1

Nmeros, operaciones, razonamiento cuantitativo, datos y mediciones

Repaso de destrezas
TEKS Leccin

1 1 1

1.1B

1.3A, 1.3B 1.3A, 1.3B

1,2 2 1,2 3 3 2

1.3A, 1.3B, 1.5E 1.5A 1.1C, 1.5A 1.6A 1.6B 1.4A

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Measuring Up

Carta a los padres y las familias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Las familias aprenden sobre los nuevos objetivos TEKS, el TAKS y cmo pueden ayudar en casa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv Las destrezas para presentar exmenes sirven para muchas cosas durante toda la vida. Esta seccin proporciona informacin acerca del TAKS: una lista de los objetivos del examen TAKS del grado 3, el formato del TAKS, consejos para presentar exmenes y estrategias para contestar preguntas de opcin mltiple y de preguntas abiertas de respuesta en cuadrcula. Tambin aprenders cmo el componente Para reforzar te ayudar a practicar y a adquirir confianza y fortaleza al contestar esas preguntas difciles que requieren destrezas de razonamiento crtico.

1 2 3 4 5 6 7 8 9

Decenas y unidades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Oraciones de suma y resta . . . . . . . . . . . . . . . . . . . . . . . . . 6 Operaciones de suma y resta hasta el 12 . . . . . . . . . . . . . 9 Propiedad de orden en la suma . . . . . . . . . . . . . . . . . . . 12 Usar patrones para contar salteado . . . . . . . . . . . . . . . . 15 Identificar monedas de 1, 5, 10 y 25 centavos . . . . . . . . 18 Identificar y clasificar figuras planas . . . . . . . . . . . . . . . . 21 Describir figuras slidas . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Usar patrones pictricos para resolver problemas . . . . . 27 i

Los TEKS en negrita se evalan en el TAKS del grado 3.

Carta a los estudiantes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii Descubre por qu los TEKS son importantes para ti y cmo este libro te ayudar a triunfar.

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR30

TEKS: 1.1B, 1.1C, 1.3A, 1.3B, 1.4A, 1.5A, 1.5E, 1.6A, 1.6B Grado 3 Objetivos de TAKS: 1, 2, 3

Esta seccin te permite repasar tus destrezas y reforzar tus habilidades para presentar exmenes.
Estas lecciones cubren 9 TEKS.

CAPTULO 2 Valor de posicin

Grado 3 Objetivos de TAKS TEKS Leccin

2 1, 2, 6 1, 2, 3 1, 6 1 1, 2, 6 1, 2, 3 2, 6

2.5A, 2.6C 2.1A, 2.1B, 2.1C, 2.5B, 2.13A, 2.13B 2.1C, 2.5B, 2.8 2.1A, 2.1B, 2.12D 2.1B 2.1A, 2.1B, 2.1C

2.5B, 2.13A, 2.13B 2.1C, 2.5B, 2.8 2.5B, 2.12A,

2.12B, 2.12C

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CAPTULO 3 Datos y grficas
Grado 3 Objetivos de TAKS TEKS Leccin

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16 17
Grado 3 Objetivos de TAKS: 1, 2, 3, 6

12 13 14 15

Ordenar nmeros hasta el 99 . . . . . . . . . . . . . . . . . . . . . Usar modelos para nmeros hasta el 999 . . . . . . . . . . . . Comprender el valor de posicin . . . . . . . . . . . . . . . . . . Comparar nmeros hasta el 999 . . . . . . . . . . . . . . . . . . .

E
Estas lecciones cubren 13 TEKS.

10 11

Patrones numricos en una tabla de nmeros hasta el 100 . 35 Comparar nmeros hasta el 99 . . . . . . . . . . . . . . . . . . . . 38 41 44 47 50

Ordenar nmeros hasta el 999 . . . . . . . . . . . . . . . . . . . . 53 ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Buscar un patrn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR59
TEKS: 2.1A, 2.1B, 2.1C, 2.5A, 2.5B, 2.6C, 2.8, 2.12A, 2.12B, 2.12C, 2.12D, 2.13A, 2.13B

Esta seccin te permite repasar tus destrezas de valor de posicin y reforzar tus habilidades para presentar exmenes.

5 5 5 5, 6 6

2.11A 2.11B 2.11A 2.11B, 2.14 2.12A, 2.12B, 2.12C

18 19 20 21 22

Construir una pictografa . . . . . . . . . . . . . . . . . . . . . . . . . Interpretar una pictografa . . . . . . . . . . . . . . . . . . . . . . . Construir una grfica de barras . . . . . . . . . . . . . . . . . . . . Interpretar una grfica de barras . . . . . . . . . . . . . . . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Elaborar una tabla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

63 66 69 72 75

ii

Los TEKS en negrita se evalan en el TAKS del grado 3.

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR78

TEKS: 2.11A, 2.11B, 2.12A, 2.12B, 2.12C, 2.14 Grado 3 Objetivos de TAKS: 5, 6

Esta seccin te permite repasar tus destrezas de datos y grficas y reforzar tus habilidades para presentar exmenes.

CAPTULO 4 Suma y resta

Grado 3 Objetivos de TAKS TEKS Leccin

Estas lecciones cubren 6 TEKS.

1,2 1, 2 1, 2, 3 1, 2 1 1 1

2.3A, 2.5C 2.3A, 2.5C 2.3A, 2.5C, 2.8

2.3A, 2.3C, 2.5A 2.3B, 2.3C 2.3B, 2.3C 2.3B, 2.3C 2.3B, 2.3C 2.3C

1 1
1, 6

2.3B, 2.3C, 2.12A,

2.12B, 2.12C, 2.12D

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CAPTULO 5 Tiempo y dinero
Grado 3 Objetivos de TAKS TEKS Leccin

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TAKS: 1, 2, 3, 6

26 27 28 29 30 31 32

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR113 TEKS: 2.3A, 2.3B, 2.3C, 2.5A, 2.5C, 2.8, 2.12A, 2.12B, 2.12C, 2.12D Grado 3 Objetivos de
Esta seccin te permite repasar tus destrezas de suma y resta y reforzar tus habilidades para presentar exmenes.
Estas lecciones cubren 10 TEKS.

4, 6 4, 6 1, 6 1, 6 1, 6 2, 6

2.10B, 2.12A, 2.13A 2.10B, 2.10C, 2.12A 2.3D, 2.12A 2.3D, 2.12A 2.3D, 2.3E, 2.12A 2.6B, 2.6C, 2.12B, 2.12C

33 34 35 36 37 38

Tiempo a la hora y la media hora . . . . . . . . . . . . . . . . . Tiempo a los cinco minutos . . . . . . . . . . . . . . . . . . . . . . Moneda de 1, moneda de 5, moneda de 10 . . . . . Monedas de 25 y de 50 . . . . . . . . . . . . . . . . . . . . . . . Dlar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Buscar un patrn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23 24 25

Operaciones de suma hasta el 18 . . . . . . . . . . . . . . . . . . 83 Relacionar la resta con la suma . . . . . . . . . . . . . . . . . . . . 86 Estrategias: Contar hacia adelante, contar hacia atrs, dobles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Sumar y restar decenas . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Sumar nmeros de dos dgitos . . . . . . . . . . . . . . . . . . . . 95 Sumar nmeros de dos dgitos con reagrupamiento . . . 98 Restar nmeros de dos dgitos . . . . . . . . . . . . . . . . . . . 101 Restar nmeros de dos dgitos con reagrupamiento . . 104 Seleccionar la suma o la resta para resolver problemas 107 ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Hacer una dramatizacin . . . . . . . . . . . . . . . . . . . . . . . . 110

117 120 123 126 129 132 iii

Los TEKS en negrita se evalan en el TAKS del grado 3.

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR135 TEKS: 2.3D, 2.3E, 2.6B, 2.6C, 2.10B, 2.10C, 2.12A, 2.12B, 2.12C, 2.13A
Grado 3 Objetivos de TAKS: 1, 2, 4, 6

Esta seccin te permite repasar tus destrezas de tiempo y dinero y reforzar tus habilidades para presentar exmenes.
Estas lecciones cubren 10 TEKS.

CAPTULO 6 Multiplicacin y divisin

Grado 3 Objetivos de TAKS TEKS Leccin

1 1 1 1 1 6

2.4A 2.4A 2.4A 2.4B 2.4B

2.12B, 2.12C

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Estas lecciones cubren 4 TEKS.

39 40 41 42 43 44

Grupos iguales en la multiplicacin . . . . . . . . . . . . . . . Suma y multiplicacin . . . . . . . . . . . . . . . . . . . . . . . . . . Oraciones de multiplicacin . . . . . . . . . . . . . . . . . . . . . . Grupos iguales en la divisin . . . . . . . . . . . . . . . . . . . . . Usar grupos iguales para dividir . . . . . . . . . . . . . . . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Adivinar y comprobar sistemticamente . . . . . . . . . . .

139 142 145 148 151 154

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR157 TEKS: 2.4A, 2.4B, 2.12B, 2.12C Grado 3 Objetivos de TAKS: 1, 6 Esta seccin te permite repasar tus destrezas de multiplicacin y divisin y reforzar tus habilidades para presentar exmenes.

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Grado 3 Objetivos de TAKS TEKS Leccin

Parte 1 Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR161

Esta seccin contiene actividades de prctica con todos los objetivos de la Parte 1.

Parte 2 Patrones, relaciones, razonamiento algebraico, Geometra y ubicacin espacial, Probabilidad y Medicin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Captulo 7 Patrones, relaciones y razonamiento algebraico

2,6 2, 6 2 2, 6

2.6A, 2.12A 2.6B, 2.12A 2.6C 2.6B, 2.6C, 2.12B, 2.12C

45 46 47 48

Usar patrones numricos para hacer una tabla . . . . . . Identificar patrones en una tabla . . . . . . . . . . . . . . . . . Usar patrones numricos para hacer predicciones . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Buscar un patrn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

175 178 181 184

iv

Los TEKS en negrita se evalan en el TAKS del grado 3.

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR187 TEKS: 2.6A, 2.6B, 2.6C, 2.12A, 2.12B, 2.12C Grado 3 Objetivos de TAKS: 2, 6 Esta seccin te permite repasar tus destrezas de patrones y relaciones numricas y reforzar tus habilidades para presentar exmenes. Captulo 8 Geometra, fracciones y probabilidad
Grado 3 Objetivos de TAKS

Estas lecciones cubren 6 TEKS.

TEKS

Leccin

3, 6 3, 6 3 3, 6 1 1 1 1 5 1, 6

2.7A, 2.7B, 2.13A, 2.13B 2.7A, 2.7B, 2.14 2.7A, 2.7B 2.7C, 2.12D 2.2A 2.2A 2.2C 2.2B

49 50 51 52 53 54 55 56 57 58

Describir y comparar figuras planas . . . . . . . . . . . . . . . .191 Describir y comparar figuras slidas . . . . . . . . . . . . . . . Figuras congruentes . . . . . . . . . . . . . . . . . . . . . . . . . . . . Formar figuras nuevas . . . . . . . . . . . . . . . . . . . . . . . . . . Fracciones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ms acerca de las fracciones . . . . . . . . . . . . . . . . . . . . . Usar modelos para comparar . . . . . . . . . . . . . . . . . . . . . Fracciones de un grupo . . . . . . . . . . . . . . . . . . . . . . . . . Ms probable o menos probable . . . . . . . . . . . . . . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Hacer un dibujo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 197 200 203 206 209 212 215 218

2.11C

2.2A, 2.2B, 2.12A, 2.12B, 2.12C

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Captulo 9 Medicin
Grado 3 Objetivos de TAKS TEKS Leccin

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2.14 Grado 3 Objetivos de TAKS: 1, 3, 5, 6

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR221 TEKS: 2.2A, 2.2B, 2.2C, 2.7A, 2.7B, 2.7C, 2.11C, 2.12A, 2.12B, 2.12C, 2.12D, 2.13A, 2.13B, Esta seccin te permite repasar tus destrezas de geometra, fracciones y probabilidad, y reforzar tus habilidades para presentar exmenes.
Estas lecciones cubren 14 TEKS.

2.9A

4, 6 4, 6 4, 6 4, 6 4, 6 4, 6 4, 6 4 4 4, 6

2.9A, 2.12D 2.9A, 2.12D 2.9D, 2.12D 2.9D, 2.12D 2.9D, 2.12D 2.9C, 2.12D 2.9C, 2.12D 2.10A 2.9B

2.10C, 2.12A,2.12B, 2.12C, 2.14

59 60 61 62 63 64 65 66 67 68 69

Usar modelos para la longitud . . . . . . . . . . . . . . . . . . . Identificar modelos para pulgadas y pies . . . . . . . . . . . Identificar modelos para centmetros y metros . . . . . . Identificar modelos para libras . . . . . . . . . . . . . . . . . . . Medir usando libras . . . . . . . . . . . . . . . . . . . . . . . . . . . . Medir usando kilogramos . . . . . . . . . . . . . . . . . . . . . . . Identificar modelos para tazas, pintas y cuartos . . . . . Medir usando litros . . . . . . . . . . . . . . . . . . . . . . . . . . . . Leer un termmetro graduado con escala Fahrenheit Usar modelos para el rea . . . . . . . . . . . . . . . . . . . . . . . ESTRATEGIA DE RESOLUCIN DE PROBLEMAS: Usar razonamiento lgico . . . . . . . . . . . . . . . . . . . . . . .

225 228 231 234 237 240 243 246 249 252 255 v

Los TEKS en negrita se evalan en el TAKS del grado 3.

Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR258 TEKS: 2.9A, 2.9B, 2.9C, 2.9D, 2.10A, 2.10C, 2.12A, 2.12B, 2.12C, 2.12D, 2.14
Grado 3 Objetivos de TAKS: 4, 6

Esta seccin te permite repasar tus destrezas de medicin y reforzar tus habilidades para presentar exmenes.
Estas lecciones cubren 11 TEKS.

Recursos para el estudiante Gua de resolucin de problemas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Glosario ilustrado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 Originales para hacer copias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311

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vi

Consejos para estudiantes de ingls como segundo idioma . . . . . . . . ATE

Para los estudiantes de ingls como segundo idioma, tu maestro o maestra puede usar estos consejos y estrategias que te ayudarn a comprender los TEKS.

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Los TEKS en negrita se evalan en el TAKS del grado 3.

LTIMO PARA REFORZAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR275 Lleg el momento de repasar los TEKS y de practicar el TAKS en forma completa. Estas estimulantes y amplias preguntas de razonamiento de alto nivel te reforzarn para triunfar en el TAKS y en otras actividades difciles.

Parte 2 Para reforzar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PR263 Esta seccin contiene actividades de prctica con todos los objetivos de la Parte 2.

Correlation to the Texas Essential Knowledge and Skills

This worktext is customized to the Texas Essential Knowledge and Skills and provides complete practice for the TAKS. The correlation chart shows how Measuring Up is vertically aligned to the TEKS because the lessons are customized for the TEKS. To see our complete vertical and horizontal alignment for the Measuring Up program, visit www.TXStandardsHelp.com. As the lesson for each student expectation is completed, place a ( ) to indicate Mastery or an () to indicate Review Needed.
Part 1: Number, Operation, Quantitative Reasoning, Data, and Measurement
Review Skill Mastered Skill Lessons 1 2 3 4 5 6 7 8 9 N/A

Chapter 1: Skills Review

(1.1) (B) (C) (1.3) (A) (B) (1.4) (A) (1.5) (A) (E) (1.6)

M PL

(A) (B)

Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to: create sets of tens and ones using concrete objects to describe, compare, and order whole numbers; and identify individual coins by name and value and describe relationships among them. Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to: model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 9 18 and 18 9 9). Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions. The student is expected to: identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems. Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to: use patterns to skip count by twos, fives, and tens; and identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 3 5, 3 2 5, 5 2 3, 5 3 2. Geometry and spatial reasoning. The student uses attributes to identify twoand three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle); and describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones.
Review Skill

B B B B B B B

B B

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Chapter 2: Place Value

Mastered Skill Lessons

10

11

12

13

14

15

16

17

N/A

N/A

(2.1) (A)

(B) (C)

(2.5)

(A) (B) (2.6) (C) (2.8)

Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. The student is expected to: use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways; use place value to read, write, and describe the value of whole numbers to 999; and use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols ( , , ). Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to: find patterns in numbers such as in a 100s chart; and use patterns in place value to compare and order whole numbers through 999. Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: identify, describe, and extend repeating and additive patterns to make predictions and solve problems. Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to: use whole numbers to locate and name points on a number line.

B B B B B B

Building Stamina

Standards to be covered
Standards previously covered
TEKS in bold are assessed on the Grade 3 TAKS.

Standards covered

vii

Review Skill

Chapter 2: Place Value (continued)

(2.12)

Mastered Skill Lessons 10 11 12 13 14 15 16 17 N/A N/A

(A) (B)

(C)

(D) (2.13) (A) (B)

Review Skill

Chapter 3: Data and Graphing

Mastered Skill Lessons

E
18 19 20 21 22 N/A

Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and use tools such as real objects, manipulatives, and technology to solve problems. Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: explain and record observations using objects, words, pictures, numbers, and technology; and relate informal language to mathematical language and symbols.

B B B B

B B

N/A N/A

N/A

N/A

(2.11) (A) (B) (2.12) (A) (B) (C) (2.14)

Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: construct picture graphs and bar-type graphs; and draw conclusions and answer questions based on picture graphs and bar-type graphs. Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to: justify his or her thinking using objects, words, pictures, numbers, and technology.
Review Skill Mastered Skill Lessons

M PL

B B B B B B

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Chapter 4: Addition and Subtraction
(2.3) (A) (B) (C) (2.5) (A) (C) (2.8)

23

24

25

26

27

28

29

30

31

32

Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to: recall and apply basic addition and subtraction facts (to 18); model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers; and select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary. Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to: find patterns in numbers such as in a 100s chart; and use patterns and relationships to develop strategies to remember basic addition and subtraction facts . Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 9 17, 9 8 17, 17 8 9, and 17 9 8. Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to: use whole numbers to locate and name points on a number line.

B B B B B B

B
viii

Building Stamina

Standards to be covered
Standards previously covered

Standards covered

TEKS in bold are assessed on the Grade 3 TAKS.

Review Skill

Chapter 4: Addition and Subtraction (continued)

Mastered Skill Lessons 23 24 25 26 27 28 29 30 31 32

(2.12) (A) (B) (C) (D)

Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and use tools such as real objects, manipulatives, and technology to solve problems.
Review Skill

B B B B

Chapter 5: Time and Money

Mastered Skill Lessons 33 34 35 36 37 38 N/A N/A N/A N/A

(2.3) (D) (E) (2.6) (B) (C) (2.10) (B) (C) (2.12)

(A) (B)

SA
(C) (2.13) (A)

Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to: determine the value of a collection of coins up to one dollar; and describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins. Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: identify patterns in a list of related number pairs based on a real-life situation and extend the list; and identify, describe, and extend repeating and additive patterns to make predictions and solve problems. Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to: read and write times shown on analog and digital clocks using five-minute increments; and describe activities that take approximately one second, one minute, and one hour. Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: explain and record observations using objects, words, pictures, numbers, and technology.
Review Skill Mastered Skill Lessons

B B B B B B B B B B

M PL

Chapter 6: Multiplication and Division

39

40

41

42

43

44

N/A N/A

N/A

N/A

(2.4) (A) (B)

Number, operation, and quantitative reasoning. The student models multiplication and division. The student is expected to: model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.

B B

Building Stamina

Standards to be covered
Standards previously covered
TEKS in bold are assessed on the Grade 3 TAKS.

Standards covered

ix

Review Skill

Chapter 6: Multiplication and Division

Mastered Skill Lessons 39 40 41 42 43 44 N/A N/A N/A N/A

(2.12)

(B)

(C)

Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.
Review Skill Mastered Skill Lessons 45 46 47 48

B B

PART 2: Number Patterns, Relationships, Algebraic Thinking, Geometry and Spatial Reasoning, Probability and Measurement Chapter 7: Patterns, Relationships, and Algebraic Thinking
(2.6) (A) (B) (C) (2.12)

N/A N/A

N/A N/A

N/A

N/A

M PL

Review Skill Mastered Skill Lessons 49 50 51 52

(A) (B)

(C)

Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels; identify patterns in a list of related number pairs based on a real-life situation and extend the list; and identify, describe, and extend repeating and additive patterns to make predictions and solve problems. Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.

E

53 54 55 56 57 58

B B B B B B

Chapter 8: Geometry, Fractions, and Probability

(2.2)

(A) (B) (C)

(2.7)

(A)

(B) (C) (2.11) (C)

Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects. The student is expected to: use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less); use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less); and use concrete models to determine if a fractional part of a whole is closer to 0, , or 1. Geometry and spatial reasoning. The student uses attributes to identify twoand three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and cut two-dimensional geometric figures apart and identify the new geometric figures formed. Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.

SA
B
x
Building Stamina

B B

B B

B B

Standards to be covered
Standards previously covered
TEKS in bold are assessed on the Grade 3 TAKS.

Standards covered

Review Skill

Chapter 8: Geometry, Fractions, and Probability

Mastered Skill Lessons 49 50 51 52 53 54 55 56 57 58

(2.12)

(A) (B)

(C)

(D) (2.13) (A) (B) (2.14)

59 60 61 62 63 64 65 66 67 68 69

Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and use tools such as real objects, manipulatives, and technology to solve problems. Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: explain and record observations using objects, words, pictures, numbers, and technology; and relate informal language to mathematical language and symbols. Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to: justify his or her thinking using objects, words, pictures, numbers, and technology.
Review Skill

B B

B B B B B

Chapter 9: Measurement

M PL
Mastered Skill Lessons

(2.9)

(A) (B) (C) (D)

(2.10) (B) (C)

(2.12)

(A) (B)

(C)

(D) (2.14)

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 nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. The student is expected to: identify concrete models that approximate standard units of length and use them to measure length; select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface; select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object. Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to: read a thermometer to gather data; and describe activities that take approximately one second, one minute, and one hour. Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: identify the mathematics in everyday situations; solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and use tools such as real objects, manipulatives, and technology to solve problems. Underlying processes and mathematical tools. The student uses logical reasoning The student is expected to: justify his or her thinking using objects, words, pictures, numbers, and technology.

B B B

SA
B
Building Stamina

B B

B B B

B
B

Standards to be covered
Standards previously covered
TEKS in bold are assessed on the Grade 3 TAKS.

Standards covered

xi

Enfoque Construir una pictografa en TEKS Leccin 18

TEKS 2.11A Se espera que el estudiante construya pictografas y grficas de barras.

Captulo 3: Datos y grficas

Una pictografa usa figuras para mostrar cuntas cosas hay. La clave te dice cunto representa cada figura.
Enseanza guiada

Problema

Beth quiere hacer una pictografa para mostrar cuntos corazones hay en cada tarjeta. Cuntos corazones debe colorear en la grfica? __________________________________

Paso 1 Paso 2

SA
Paso 3 Paso 4
Solucin

M PL
Tarjeta de agradecimiento

Feliz cumpleaos!

Gracias!

Tarjeta de cumpleaos

Clave: Cada

Escribe un ttulo arriba de la grfica.

Cuntos corazones hay en la tarjeta de cumpleaos? ____ Colorea una figura en la grfica por cada corazn. Cuntos corazones hay en la tarjeta de agradecimiento? ____ Colorea una figura en la grfica por cada corazn. Haz la clave. Indica qu representa cada figura. Cuntos corazones debe colorear Beth en la grfica de la tarjeta de cumpleaos? ______ Cuntos corazones debe colorear Beth en la grfica de la tarjeta de agradecimiento? ______
Es ilegal hacer copias. Captulo 3 Datos y grficas

representa ____ corazn.

Peoples Education

63

Leccin 18

Construir una pictografa

Aplica los Construye una pictografa que muestre cuntos ositos hay. TEKS

Estos son los ositos en los estantes de Amy.

Arriba

Arriba

En medio Abajo

Abajo

1. Cul es el ttulo de la grfica? ______________________________

2. Cuntos ositos hay en el estante de arriba? __________ Colorea ese nmero de ositos en la grfica.

64

SA
Matemticas Nivel B

3. Cuntos ositos hay el estante de en medio? __________ Colorea ese nmero de ositos en la grfica. 4. Cuntos ositos hay en el estante de abajo? __________ Colorea ese nmero de ositos en la grfica. 5. Cuntos ositos representa cada figura de la grfica? __________

M PL
Cada
Es ilegal hacer copias.

E
representa 1 osito.
Measuring Up

En medio

to the Texas Essential Knowledge and Skills

Construir una pictografa

Leccin 18

Prctica de TAKS

Grado 3 TAKS Objetivo 5 El estudiante demostrar comprensin de probabilidad y estadstica. TEKS 2.11A

INSTRUCCIONES Lee cada pregunta y escoge la mejor respuesta. Asegrate de marcar todas tus respuestas.
1 Qu grfica muestra el nmero correcto de bloques en cada torre? Marca tu respuesta. 2 Sara tiene 2 gorras azules. Tiene 1 gorra roja ms que el nmero de gorras azules. Tiene 2 gorras verdes ms que el nmero de gorras rojas. Sara dibuja una pictografa para mostrar cuntas gorras tiene. Cuntas gorras verdes dibujar si cada representa 1 gorra? Marca tu respuesta.

Torre 1

Nmero de bloques en las torres

Torre 1 Torre 2
Cada

Nmero de bloques en las torres

SA
Torre 1 Torre 2
Cada

Nmero de bloques en las torres

Torre 1 Torre 2

Cada

No est aqu.
Peoples Education Es ilegal hacer copias.

M PL
Torre 2
representa 1 bloque. representa 1 bloque. representa 1 bloque.

E
4 7 9 10

3 Jaime dibuja una pictografa de 7 pltanos, 3 manzanas y 5 naranjas. Cuntas figuras de pltanos ms que figuras de manzanas dibujar, si cada figura representa 1? Marca tu respuesta.

Captulo 3 Datos y grficas

65