 |
 |
|
|
| BasicMulti |
| Math Manipulative by KAIDY EDUCATIONAL RESOURCES |
| Correlation to Texas Assessment of Knowledge and Skills (TAKS) |
| TEKS Gr. 2 / TAKS Gr. 3 - 6 |
| TEKS/Grade 2 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 4 | Model multiplication and division. The student is expected to | |||
| (A) | model, create, and describe multiplication situations | |||
| (B) | model, create and describe division situations | |||
|
|
||||
| Underlying processes and mathematical tools. | ||||
| 12 | Apply Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
|
|
| TAKS/Grade 3 | ||||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (3.4) | Recognize and solve problems in multiplication and division situations. The student is expected to | |||
| (B) | multiply using a one-digit multiplier | |||
| (C) | use models to solve division problems | |||
|
|
||||
| Obj. 2 |
- |
Patterns, relationships, and algebraic thinking. | ||
| (3.6) | Use patterns to solve problems. The student is expected to | |||
| (B) | identify patterns in multiplication facts using concrete objectives or pictorial models | |||
| (C) | identify fact families for multiplication and division | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (3.15) | Apply Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
|
|
| TAKS/Grade 4 | ||||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (4.4) | Multiply and divide to solve meaningful problems involving whole numbers. The student is expected to | |||
| (B) | represent multiplication and division in picture, word, and number form | |||
| (C) | recall and apply multiplication facts through 12 x 12. | |||
|
|
||||
| Obj. 2 |
- |
Patterns, relationships, and algebraic thinking. | ||
| (4.6) | Use patterns in multiplication and division. The student is expected to | |||
| (B) | solvedivision problems related to multiplication facts(fact families) | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (4.14) | Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
|
|
| TAKS/Grade 5 | ||||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (5.3) | Add, subtract, multiply and divide to solve meaningful problems. The student is expected to | |||
| (B) | use multiplication to solve problems involving whole numbers | |||
|
|
||||
| Obj. 2 |
- |
Patterns, relationships, and algebraic thinking. | ||
| (5.6) | Describe relationships mathematically. The student is expected to | |||
| (A) select and use diagrams and number sentences to represent real-life situations | ||||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (5.14) | Apply Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
|
|
| TAKS/Grade 6 | ||||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (6.2) | Add, subtract, multiply and divide to solve problems and justify solutions. The student is expected to | |||
| (C) | use multiplication and division of whole numbers to solve problems. | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (6.11) | Apply Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
|
|
Applications above 6th grade would be on an as needed basis, related to multiplication, division and area concepts.
Witzzle is a trade mark of Kaidy Educational Resources |
©2003, Kaidy Educational Resources |